Pub Date : 2021-12-10DOI: 10.1080/00221341.2021.2005666
T. Larsen, Matthew Gerike, J. Harrington
Abstract Pollution issues, anthropogenic climate change, and biodiversity declines, formerly local in scope, accumulate to threaten crossing planetary boundaries and tipping Earth’s system to an uninhabitable state. The human-environment identity is an unsung cornerstone of geography that can educate upcoming generations of citizens about trends over time, current conditions, and pathways to a more desirable future. The geography education community should develop and apply human-environment thinking through tools like timelines and big ideas. We hope the geographic thoughts presented herein will provide a scholarly rationale for K-12 educators to consider as they design curricula to share human-environment geography with students.
{"title":"Human-Environment Thinking and K-12 Geography Education","authors":"T. Larsen, Matthew Gerike, J. Harrington","doi":"10.1080/00221341.2021.2005666","DOIUrl":"https://doi.org/10.1080/00221341.2021.2005666","url":null,"abstract":"Abstract Pollution issues, anthropogenic climate change, and biodiversity declines, formerly local in scope, accumulate to threaten crossing planetary boundaries and tipping Earth’s system to an uninhabitable state. The human-environment identity is an unsung cornerstone of geography that can educate upcoming generations of citizens about trends over time, current conditions, and pathways to a more desirable future. The geography education community should develop and apply human-environment thinking through tools like timelines and big ideas. We hope the geographic thoughts presented herein will provide a scholarly rationale for K-12 educators to consider as they design curricula to share human-environment geography with students.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"33 1","pages":"34 - 46"},"PeriodicalIF":3.1,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72626020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.1080/00221341.2021.2000011
M. Makowsky, Zackary Martin
Abstract Student and teacher attitudes toward school subjects are associated with varying levels of achievement in those subjects. This study analyzed data from the 2018 National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in 8th grade, student attitudes toward geography, and teacher attitudes about their students and profession. There is a significant and positive relationship between geography achievement and attitudes, including a teacher’s job satisfaction and how students perceive the value of geography for understanding the world. However, the significance of these relationships varies for different groups of students.
{"title":"Geography Achievement and Opportunity to Learn: A Focus on the Attitudes of Teachers and Students","authors":"M. Makowsky, Zackary Martin","doi":"10.1080/00221341.2021.2000011","DOIUrl":"https://doi.org/10.1080/00221341.2021.2000011","url":null,"abstract":"Abstract Student and teacher attitudes toward school subjects are associated with varying levels of achievement in those subjects. This study analyzed data from the 2018 National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in 8th grade, student attitudes toward geography, and teacher attitudes about their students and profession. There is a significant and positive relationship between geography achievement and attitudes, including a teacher’s job satisfaction and how students perceive the value of geography for understanding the world. However, the significance of these relationships varies for different groups of students.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"26 1","pages":"225 - 231"},"PeriodicalIF":3.1,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82825625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.1080/00221341.2021.2001029
Mattias Arrhenius, Gabriel Bladh, C. Lundholm
Abstract The aim of this study was to investigate students’ understanding of the Gulf Stream as a geographical phenomenon and in relation to geospatial conceptualizations focusing on the geographical concepts of location, distribution and interaction. Data consists of 134 responses from 12-13-year-old students who completed an assignment in the Swedish national test in geography (2013). The responses were analyzed using thematic analysis. Data was complemented with interviews in 2017. Results show that many students hold alternative conceptions of the Gulf Stream in relation to geographical concepts, which implies that instruction should focus on students’ geographical contextual understanding, including map-reasoning skills.
{"title":"Swedish 12-13 Year-Old Students’ Geographical Understanding of the Gulf Stream","authors":"Mattias Arrhenius, Gabriel Bladh, C. Lundholm","doi":"10.1080/00221341.2021.2001029","DOIUrl":"https://doi.org/10.1080/00221341.2021.2001029","url":null,"abstract":"Abstract The aim of this study was to investigate students’ understanding of the Gulf Stream as a geographical phenomenon and in relation to geospatial conceptualizations focusing on the geographical concepts of location, distribution and interaction. Data consists of 134 responses from 12-13-year-old students who completed an assignment in the Swedish national test in geography (2013). The responses were analyzed using thematic analysis. Data was complemented with interviews in 2017. Results show that many students hold alternative conceptions of the Gulf Stream in relation to geographical concepts, which implies that instruction should focus on students’ geographical contextual understanding, including map-reasoning skills.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"3 1","pages":"5 - 17"},"PeriodicalIF":3.1,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83095300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.1080/00221341.2021.2005667
Jan L. Rueschhoff, Heather Palma
Abstract The relationship between teacher quality and student achievement is often at the heart of educational debates about student success. In this study, we leverage data from the National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in the 8th grade and various indicators of teacher quality. We found positive associations between achievement, years of teaching experience, and teacher participation in workshops, curriculum committees, and other forms of training and professional development. However, the benefits of teaching experience, training, and professional development are not uniformly experienced by different groups of students.
{"title":"Geography Achievement and Opportunity to Learn: A Focus on Teacher Quality","authors":"Jan L. Rueschhoff, Heather Palma","doi":"10.1080/00221341.2021.2005667","DOIUrl":"https://doi.org/10.1080/00221341.2021.2005667","url":null,"abstract":"Abstract The relationship between teacher quality and student achievement is often at the heart of educational debates about student success. In this study, we leverage data from the National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in the 8th grade and various indicators of teacher quality. We found positive associations between achievement, years of teaching experience, and teacher participation in workshops, curriculum committees, and other forms of training and professional development. However, the benefits of teaching experience, training, and professional development are not uniformly experienced by different groups of students.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"315 1","pages":"218 - 224"},"PeriodicalIF":3.1,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72434626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.1080/00221341.2021.2000009
M. Solem, Phillip Vaughan, Corey Savage, Alessandro S. De Nadai
Abstract This paper examines national gaps and trends in geography achievement in eighth grade from 1994 to 2018. Statistical models comprising student- and school-level variables were developed to predict achievement using data provided by the National Assessment of Educational Progress (NAEP). Although there were statistically significant relationships between achievement and school-level attributes such as geographic region and school sector, the magnitudes of the coefficients were relatively minor and inconsistent over time compared with student-level characteristics such as gender, race, ethnicity, and parental education. The results inform current policy directions and efforts to foster educational equity in K-12 geography.
{"title":"Student- and School-Level Predictors of Geography Achievement in the United States, 1994–2018","authors":"M. Solem, Phillip Vaughan, Corey Savage, Alessandro S. De Nadai","doi":"10.1080/00221341.2021.2000009","DOIUrl":"https://doi.org/10.1080/00221341.2021.2000009","url":null,"abstract":"Abstract This paper examines national gaps and trends in geography achievement in eighth grade from 1994 to 2018. Statistical models comprising student- and school-level variables were developed to predict achievement using data provided by the National Assessment of Educational Progress (NAEP). Although there were statistically significant relationships between achievement and school-level attributes such as geographic region and school sector, the magnitudes of the coefficients were relatively minor and inconsistent over time compared with student-level characteristics such as gender, race, ethnicity, and parental education. The results inform current policy directions and efforts to foster educational equity in K-12 geography.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"110 1","pages":"201 - 211"},"PeriodicalIF":3.1,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74095175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.1080/00221341.2021.2000010
Yusik Choi
Abstract Computers and geospatial technologies such as Geographic Information Systems, Google Earth, and the Global Positioning System (GPS) are increasingly common tools for geography instruction in schools. The NAEP Data Explorer was used to conduct an analysis of geography achievement in the eighth grade based on differences in students’ access to and uses of computers and other technologies at home and school. The analysis over the study period (1994–2018) documents the emergence of technologies available to support geography instruction. Results point to differences in geography achievement associated with differential access to technology and applications of technology for geographic learning.
{"title":"Geography Achievement and Opportunity to Learn: A Focus on Computer and Educational Technology","authors":"Yusik Choi","doi":"10.1080/00221341.2021.2000010","DOIUrl":"https://doi.org/10.1080/00221341.2021.2000010","url":null,"abstract":"Abstract Computers and geospatial technologies such as Geographic Information Systems, Google Earth, and the Global Positioning System (GPS) are increasingly common tools for geography instruction in schools. The NAEP Data Explorer was used to conduct an analysis of geography achievement in the eighth grade based on differences in students’ access to and uses of computers and other technologies at home and school. The analysis over the study period (1994–2018) documents the emergence of technologies available to support geography instruction. Results point to differences in geography achievement associated with differential access to technology and applications of technology for geographic learning.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"8 1","pages":"232 - 238"},"PeriodicalIF":3.1,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78687563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-19DOI: 10.1080/00221341.2021.2001030
Licia Paulus, Kelly Nolan
Abstract Using the 2018 National Assessment of Educational Progress (NAEP) datasets for geography, we explore relationships between geography achievement in the eighth grade and contextual variables related to the content and organization of the geography/social studies curriculum. Differences in student achievement are associated with grade-level variations in exposure to geography as well as the organization of social studies as discrete versus integrated subjects. The achievement gaps observed in this study underscore the need for research into the characteristics of geography curricula and the extent that variance in student outcomes is explained by differential access to geography in schools.
{"title":"Geography Achievement and Opportunity to Learn: A Focus on Curriculum Organization and Content","authors":"Licia Paulus, Kelly Nolan","doi":"10.1080/00221341.2021.2001030","DOIUrl":"https://doi.org/10.1080/00221341.2021.2001030","url":null,"abstract":"Abstract Using the 2018 National Assessment of Educational Progress (NAEP) datasets for geography, we explore relationships between geography achievement in the eighth grade and contextual variables related to the content and organization of the geography/social studies curriculum. Differences in student achievement are associated with grade-level variations in exposure to geography as well as the organization of social studies as discrete versus integrated subjects. The achievement gaps observed in this study underscore the need for research into the characteristics of geography curricula and the extent that variance in student outcomes is explained by differential access to geography in schools.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"12 1","pages":"212 - 217"},"PeriodicalIF":3.1,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75314521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-19DOI: 10.1080/00221341.2021.2000630
T. Larsen
Teaching Students about the World of Work is an attempt to consider how jobs, good jobs, can hold a central place in higher education curricula. Faculty members are often tasked with not only recruiting majors but also ensuring that students graduate and gain meaningful employment. Following through with the bold guarantees made by higher education administrators is a tall order. Editors Nancy Hoffman and Michael Lawrence Collins compile chapters from teachers, education researchers, and advocates who realize that a successful college education involves more than filling lecture halls and typing letters of recommendation. Hoffman and Collins organize chapters starting with practical strategies and ending with broader theoretical observations. Chapters 1 through 3 work best in the dean’s office or in an elevator conversation with a department chair. Chapter authors argue the case for a work-centered curriculum in higher education—good fodder to make pitches to college and university administrators. Chapters 4 and 5 detail the nature of jobs and careers, which can be helpful for faculty who advise students and coordinate professional development seminars. The final three chapters provide conceptual knowledge about education reform and social justice. Their authors attach critical theory to the appraisal of higher education curricula. Described in these writings are obstacles of job mobility for low-income students of color and indigenous descent, as well as proposals to support systemic change in higher education curricula. Reading this book, I found geography’s social scientific side to be consistently affirmed as a marketable perspective and skillset. Geographers in higher education may be inspired by the book’s overview of “ethnographies of work” (EOW), a two-part instructional model that challenges students to “use ethnographic methods to investigate a career they are interested in (EOW I)” and “to address a workplace problem/research question using ethnography (EOW II)” (61). In a capstone course, the EOW framework could provide a chance for upper-level geography students to apply methods and modes of analysis from human geography to navigate their careers. Another contribution is the identification of metrics for students and faculty to evaluate jobs and careers. When discussing the geography of careers, the term “labor shed” (like a watershed or windshed) is used to examine the availability of different types of jobs in an area (76). Readers are introduced to a typology of labor—lifetime jobs, springboard jobs, and static jobs—as well as tactics to measure a good job, like analyzing company data, consulting external sources (e.g., Glassdoor and Indeed), gauging customer/client satisfaction, and interviewing people in that job network. Some jobs will be less than ideal, so suggestions are given for how to make any job a better job, like building skillsets, soliciting feedback, requesting additional responsibilities, locating a mentor, and mai
{"title":"Teaching Students about the World of Work","authors":"T. Larsen","doi":"10.1080/00221341.2021.2000630","DOIUrl":"https://doi.org/10.1080/00221341.2021.2000630","url":null,"abstract":"Teaching Students about the World of Work is an attempt to consider how jobs, good jobs, can hold a central place in higher education curricula. Faculty members are often tasked with not only recruiting majors but also ensuring that students graduate and gain meaningful employment. Following through with the bold guarantees made by higher education administrators is a tall order. Editors Nancy Hoffman and Michael Lawrence Collins compile chapters from teachers, education researchers, and advocates who realize that a successful college education involves more than filling lecture halls and typing letters of recommendation. Hoffman and Collins organize chapters starting with practical strategies and ending with broader theoretical observations. Chapters 1 through 3 work best in the dean’s office or in an elevator conversation with a department chair. Chapter authors argue the case for a work-centered curriculum in higher education—good fodder to make pitches to college and university administrators. Chapters 4 and 5 detail the nature of jobs and careers, which can be helpful for faculty who advise students and coordinate professional development seminars. The final three chapters provide conceptual knowledge about education reform and social justice. Their authors attach critical theory to the appraisal of higher education curricula. Described in these writings are obstacles of job mobility for low-income students of color and indigenous descent, as well as proposals to support systemic change in higher education curricula. Reading this book, I found geography’s social scientific side to be consistently affirmed as a marketable perspective and skillset. Geographers in higher education may be inspired by the book’s overview of “ethnographies of work” (EOW), a two-part instructional model that challenges students to “use ethnographic methods to investigate a career they are interested in (EOW I)” and “to address a workplace problem/research question using ethnography (EOW II)” (61). In a capstone course, the EOW framework could provide a chance for upper-level geography students to apply methods and modes of analysis from human geography to navigate their careers. Another contribution is the identification of metrics for students and faculty to evaluate jobs and careers. When discussing the geography of careers, the term “labor shed” (like a watershed or windshed) is used to examine the availability of different types of jobs in an area (76). Readers are introduced to a typology of labor—lifetime jobs, springboard jobs, and static jobs—as well as tactics to measure a good job, like analyzing company data, consulting external sources (e.g., Glassdoor and Indeed), gauging customer/client satisfaction, and interviewing people in that job network. Some jobs will be less than ideal, so suggestions are given for how to make any job a better job, like building skillsets, soliciting feedback, requesting additional responsibilities, locating a mentor, and mai","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"13 1","pages":"176 - 176"},"PeriodicalIF":3.1,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84702924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-17DOI: 10.1080/00221341.2021.1998580
Evan H. Carver
{"title":"Communist Pigs: An Animal History of East Germany’s Rise and Fall Thomas Fleischman","authors":"Evan H. Carver","doi":"10.1080/00221341.2021.1998580","DOIUrl":"https://doi.org/10.1080/00221341.2021.1998580","url":null,"abstract":"","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"150 1","pages":"49 - 50"},"PeriodicalIF":3.1,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73069417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-17DOI: 10.1080/00221341.2021.1998834
J. Kerski
{"title":"Numbers Don’t Lie: 71 Things You Need to Know about the World","authors":"J. Kerski","doi":"10.1080/00221341.2021.1998834","DOIUrl":"https://doi.org/10.1080/00221341.2021.1998834","url":null,"abstract":"","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"10 1","pages":"174 - 175"},"PeriodicalIF":3.1,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87230018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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