The various procedures followed in validating some research tools to be used to investigate Nigerian pupils' attitudes toward and achievements in geography taught by programmed instruction are described. The roles of formative evaluation in preparing curriculum materials in geography are highlighted. (Author)

The author describes efforts made by the Geography Department of the University of Wisconsin-Platteville to provide an undergraduate geography major that emphasizes city and regional planning, an area with job potential. (JH)

In describing curriculum development in New South Wales the author suggests a less centralised approach and the usefulness of an interchange between professional organizations to make recent reserach available to teachers. (JH)

This discussion of non-book materials available in Australia for secondary instruction in urban geography emphasizes their suitability for conveying particular concepts as well as appropriateness at particular curricular levels. (JH)

A brief description of how aerial photos can be used in the teaching of geography in the elementary grades. (HB)

Paper presented in Ottawa, Ontario, October 13, 1972. (DS)

The concepts of time-space convergence and human extensibility provide important insights relating the impacts of transportation and communications advances with the human organization of space. This paper explains these concepts and suggests how they may be used for structuring classroom projects. (Author)

How the large scale topographic map can be a valuable pedagogical device or documentary source in the study of the cultural character of cities or rural areas is focused upon in this article. (Author/SM)

Working plans for an inexpensive urban dust dome model are presented together with some generalizations about urban atmosphere pollution. Theories and principles of atmospheric pollution which are introduced can be made meaningful to elementary students through classroom use of this model. (SM)

The map skills development component of an elementary level social science reading curriculum project was tested for effects. Analyses show significant mean score differences in favor of the experimental group of the post measurement. (Author/JB)

A conceptual geography unit was taught in 17 kindergarten classes to 307 students. Multivaried analysis of pretest/post-test achievement showed that race and socioeconomic status were significant pupil variables while sex and pretest score were not. Teacher experience with the unit and teacher perception of appropriateness were significant while…