Elementary teachers will learn less from geographers' published research than from research procedures: defining problems, selecting and analyzing data, drawing inferences. (NH)

Two foreign teachers, one from Columbia, one from Ghana, were made available to a school for a whole year at modest cost under a program, Volunteers to America. They added variety and sparked enthusiasm in several subjects. (NH)

A short questionnaire to all the secondary schools in Connecticut revealed decreasing offereings in geography, mostly as electives, often as a part of the business curriculum, mostly by teachers with little or no training in the discipline. This condition is lamented and corrective measures are suggested. (NH)

Outlines and assesses the significance of the major changes which have occurred in the teaching of K-12 geography in England and Wales in the past two decades. Future trends are also discussed. (Author/AM)

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…

Presents a critical examination of six high school geography textbooks to see how they varied in their treatment of world politics, and comments on the degree of nationalistic bias in each one. Suggestions for teachers are included to help them deal with political concepts and bias in textbooks. (Author/AM)

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)