This paper provides an analysis of how Swedish 15-year-olds perform on the high-stakes national assessments in geography. It explicitly addresses which item characteristics produce differential item functioning (DIF) in favor of boys and girls respectively. The findings show that DIF occurs in favor of girls in items with constructed response and…

In this study, we aimed to determine the extent to which secondary school students practise environmental ethics. To this end, we used a questionnaire-based survey to accomplish the purpose of the study. The study's variables included knowledge, value, care, and responsibility in environmental ethics. We selected a sample of 180 students using…

A set of teaching standards for the subject of geography was developed by the profession for the profession and intended for use as a reflective tool for professional practice. These GEOGstandards were empirically generated from the practice of experienced, specialist geography teachers from across Australia. However, little is known about the use…

The use of causal diagrams to externalize the mental representation of a problem is recognized to be an important step in solving complex problems. In geography education several global challenges taught about in class are highly complex due to the interconnectedness of many causes and consequences. A systems thinking approach might be helpful to…

Spatial thinking is an integral skill for geography students to develop. Whilst many spatial competencies have been identified by researchers, and the merits of GIS seemingly ubiquitous in the published literature, little work has been done into how students' spatial thinking skills can be assessed. Therefore, further investigation into the…

Sweden has actively pursued internationalisation policies at national level, in parallel to the pursuit of internationalisation strategies of individual universities. This article focuses on university responses towards internationalisation, and the interplay between external higher education environments and institutional positioning. We draw on…

In this multimodal article, we respond to the pervasive erasure of Black women's knowledge-making practices and pedagogies in academic literature writ large while illustrating the use of creative methods for making meaning of community, connection, sociality, and solidarity, in virtual or online adult learner education spaces. We begin by…

Guided by the assumption that geography teaching is connected to nationalism and civic education, this study focused on the manifestation of different citizenship conceptions in the teaching of the land of Israel as implemented in the Israeli educational system. This historical content analysis of Israeli curricula resulted in a division into…

The Grosvenor Center for Geographic Education and National Center for Research in Geography Education propose a new framework for geography called Powerful Geography, which revolutionizes the traditional notion of standards in geography education. Combining Amartya Sen and Martha Nussbaum's principles of human capabilities, Michael Young's theory…

The Minnesota K-12 Academic Standards in Social Studies represent the work of the Social Studies Standards Review Committee. This committee included K-12 teachers, administrators, college faculty, and representatives of educational and community organizations. Beginning in 2020, the Social Studies Standards Review Committee reviewed the 2011…

The development of culturally and social inclusive curricula is an important aspect of teaching geography. In countries such as Australia with a history of colonial oppression and dispossession the need to acknowledge Indigenous history and peoples in teaching is vital. This paper reports on the lessons learned from being part of the Indigenous…

Using Harvey's (2012) "Spaces of Capital: Towards a Critical Geography" and Sharp's (2009) Geographies of Postcolonialism as theoretical approaches and Gordon's (2008) "Mapping Decline: St. Louis and the Fate of the American City" as historical context, a graduate-level critical geography of urban higher education class…

The urban education typology put forth by Milner (Urban Educ 47(3):556-561, 2012) offered a conceptual demarcation of three different, yet interconnected types of urban school districts (i.e., urban intensive, urban emergent, and urban characteristic). Nearly one decade after Milner's seminal urban education typology, few empirical or conceptual…

The article offers a critique of the Knowledge and Understanding sub-strand of the revised Australian Curriculum: Geography for Years F-6, due to be implemented in Australian schools in 2024. As a foundation for this critique, the article first discusses what should be the aims of geography in primary schools, in order to provide some criteria for…

Geography can improve citizens' quality of life by improving their understanding of the population, resources, environment and development of geographical areas. The emergence of remote sensing technology provides a convenient method for understanding the regional geographical landscape. It is important to develop a regional geography curriculum…