Teaching a course about third world women draws attention to the inequitable position, the problems, and the potential of women around the world. A rationale, outline, and resource list for such a course are provided. (SR)

This article, on mediating theory and practice through experience in geography teacher education at the University of London Institute of Education, offers a conceptual framework for establishing an interelationship of theory and practice. (Authors/CJ)

Anxious to maintain student enrollments, geography departments have placed greater emphasis on the applied nature of the discipline. Described are (1) the advantages of internships in college geography curricula that enable students to gain firsthand knowledge about the usefulness of geography in real world situations and (2) operational models…

High school students are inadequately prepared for college geography courses; university instructors have little knowledge of secondary-level course content. To improve geographic education interaction between high school and university faculty is needed, the word geography should be eliminated from course titles, and geography should not be a…

Describes a game to be used with high school seniors or college freshmen studying the geography of underdeveloped nations. The game involves role playing, decision making, computations, and analysis. It should provide a platform for discussion of the prospects and problems of farming in a developing region. (CS)

Discusses ways of eliminating cultural, geographical, historical, and ideological misconceptions about the Soviet Union in secondary social studies classes. The author outlines four topics of study about the U.S.S.R. which he has found of interest to his students. (AM)

Research suggests that good writers differ from poor writers. Teachers who develop prewriting exercises, emphasize multiple draft assignments, help the student think about revision, and evaluate the product can help undergraduates write and think more clearly. (Author/AM)

A seven-lesson unit was developed to improve school map knowledge and practical map skills in primary children. The unit activities can also be modified for kindergarten children. (Author/AM)

Topics and resources for a discussion of the Middle East in a secondary social studies classroom are presented. The topics include geography and world resources, ethnic groups, religions, and case studies of specific countries. (AM)

Values education within the geography curriculum can be seen as idealistic and politically biased. Geography teachers would be better advised to seek relevance through political education, by providing students with the knowledge, skills, and attitudes which will allow them to both understand and participate in the political process. (RM)

Distinctions between natural ecosystems and human ecosystems are misleading. Natural and social sciences can be integrated through the concept of a "human-use ecosystem," in which social scientists analyze the community, household, and individual, and natural scientists analyze the land. Includes a case study of St. Kitts. (KC)

Describes a study which compared the effectiveness of two teaching methods--the lecture method and experiential learning aimed at improving college students' topographic map skills. Subjects were 76 University of Georgia undergraduate geography students. (AM)

Outlines the history, use, and value of simulations (role play, operational games, and individual exercises) in geography instruction. The author stresses that, while simulations improve student motivation and increase interest in concepts, their effectiveness depends on proper integration into course curricula. (AM)

Discusses a research project undertaken at the University of Haifa, Israel, in 1976 to determine variations in perception of the country's borders among elementary, secondary, and university students. The author examines the resulting mental maps and suggests possible reasons for variations. (Author/DB)

Describes how expanding the geography curriculum so that it deals with cognitive and affective outcomes in a confluent manner can make geography lessons more interesting to teachers and students. An inquiry lesson on petroleum is presented as an example. (Author/DB)