The introduction of the Teaching Excellence Framework (TEF) in 2016 has placed the practice and quality of teaching centre of the UK university agenda, with concerns around contact, delivery, research/teaching balance and facility support framing debates within institutions. Situating the implementation of blended learning on a year 2 cultural…

The practice and activity examples are quite limited regarding how the learning-teaching processes, which are offered by the teaching program of geography lesson prepared in 2005, updated in 2011 and amended comprehensively in 2017, can be achieved. There is not any teachers' guide analyzing the teaching program's approach and how it should be…

An overseas field learning itinerary can be a powerful pedagogical tool for both directing student attention and complicating preexisting spatial narratives. However, one must beware of using the itinerary to replace one narrative with another. This paper examines the itinerary negotiation for a 15-day overseas field module conducted three…

The author interprets comments made by student-teachers given during interviews, as well as notes written in their teaching practice journals, made during or completed shortly after their practices in school. The background to these interpretations are official documents (e.g. the Polish Standards for Teacher Education, the Polish National…

Advances in technology have created opportunities for collaborative multi-institution programme delivery which are increasingly attractive within a constrained financial environment. This paper details the development of a cross-institution collaboratively delivered masters and postgraduate diploma programme in Geographical Information Science in…

This activity is an amusing, but serious exploration into the idea of shapes for grades 4-8. Its purpose is to encourage students to begin thinking about shapes using concrete (and asphalt) examples from their immediate surroundings (i.e., street, block, neighborhood) while enhancing their mental image of world geography. Rather than allowing all…

To understand how Geography and Geographical Information Science (GIS) can contribute to Interdisciplinary Research (IDR), it is relevant to articulate the differences between the different types of such research. "Multidisciplinary" researchers work in a "parallel play" mode, completing work in their disciplinary work streams…

The purpose of this article is to analyse the professional and creative development of natural geographic course teachers of the Republic of Tatarstan in the process of professional retraining. The method for work performing is a retrospective analysis of professional retraining of natural geographic course teachers within the higher professional…

This study investigates whether spatial learning outcomes differ with respect to different instructional media. Spatial thinking skills were tested pre- and postlesson implementation via the spatial thinking ability test as eighth grade students participated in either paper-based or digital map-based instruction. Students' attitudes toward…

This essay provides a brief overview of an educational board game developed by the author for use in upper division Old Testament classes. The game, extending in stages across the semester, heightens student learning by requiring strategic thinking about various historical, political, and geographical relationships. Appendices and links to online…

This lesson introduces the concept of regionalization and types of regions. After a brief introductory activity, students explore a story map to learn the material. The teacher can project the story map on a screen for all students to follow or students may work individually on computers. Working individually will allow students to set their own…

This commentary is a response to Larsen and Harrington's article titled "Developing a Learning Progression for Place" (2018). Within the author focuses learning progressions, subject structure, and the challenge of place complexity. [For "Developing a Learning Progression for Place" by Thomas B. Larsen and John A. Harrington…

This commentary response reflects on the thoughts offered by Solem, Mohan, Rawling, and Lambert regarding Larsen and Harrington's article titled "Developing a Learning Progression for Place" (2018). [For "Developing a Learning Progression for Place" by Thomas B. Larsen and John A. Harrington Jr., see EJ1175719.]

This paper is interested in thinking more about sexuality education at school. As such, it is concerned with a mundane and unacknowledged feature of the sexuality classroom--the mapping of movement. While human movement is a familiar focus of educational research, the movement of things is not. With reference to Barad's concept of intra-activity,…

This phenomenological case study examined the link between teacher practice within the classroom and a newly implemented middle school social studies Professional Learning Community (PLC). More specifically, the use of mandates, theories, and activities were investigated through a series of teacher interviews, classroom observations,…