Handbook for Teaching and Learning in Geography (inbunden)
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Edward Elgar Publishing Ltd
Handbook for Teaching and Learning in Geography (inbunden)

Handbook for Teaching and Learning in Geography

Inbunden Engelska, 2019-12-27
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This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions - into, through, and out of higher education - to present a thorough analysis of the topic. With key contributions from top scholars, the Handbook investigates student transitions, exploring how students require different pedagogical approaches as they progress through university or college. A wide range of learning contexts relevant to the breadth of spaces and places in which geography teaching takes place are used to provide examples of how teaching and learning in geography can be enhanced. It identifies key principles including working in partnership and acknowledging the whole student, calling for the adoption of courageous pedagogy. With a useful resources section included in each chapter, this Handbook is a vital reference source for those teaching geography in higher education settings. Written in an accessible style, it will also be of use to early career geographers and those who are new to teaching, including postgraduate students.
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`This book is a much-needed comprehensive overview of recent research and practices on teaching geography in higher education. Written by leading researchers, it provides not only insights but also practical applications for lecturing, assessment and innovation in geography pedagogy.' -- Jongwon Lee, Ewha Womans University, South Korea `Written by an acclaimed team of international scholars, this is invaluable for both early career and established geography faculties in higher education internationally, as well as for individuals, course teams and departments. It provides practical and research based advice on a wide range of disciplinary and wider higher education issues.' -- Alan Jenkins, Oxford Brookes, UK and co-founding editor of the Journal of Geography in Higher Education

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Edited by Helen Walkington, Oxford Brookes University, UK, Jennifer Hill, University of the West of England (UWE Bristol, UK and Sarah Dyer, University of Exeter, UK


Contents: 1. Introduction Helen Walkington, Jennifer Hill and Sarah Dyer PART I PEDAGOGIES TO SUPPORT TRANSITION INTO HIGHER EDUCATION 2. Student perspectives on the importance of both academic and social transitions to and through their undergraduate geography degree Simon Tate and Peter Hopkins 3. Bridging the divide between school and university geography - 'Mind the Gap!' Graham Butt 4. Embodied teaching and learning through a large lecture: strategies for place-based pedagogies Matt Finn and Carrie Mott 5. Measuring learning for the masses: Assessment strategies for large classes Bradley Rink 6. Finding your way in liminal space: Threshold concepts and curriculum design in geography Erin H. Fouberg 7. Fieldwork as transition pedagogy for non-specialist students in geography: Promoting collaborative learning amidst uncertainty Kamalini Ramdas 8. Supportive Learning Environments and the Transition to University David Conradson 9. Teaching in a Multi- or Interdisciplinary Context Amy L. Griffin 10. Co-pedagogy: Teaching together for successful student learning Sarah Dyer 11. Pedagogies for developing undergraduate ethical thinking within geography Ruth Healey and Chris Ribchester 12. Information Literacy: Benefits, Challenges and Practical Strategies Richard Waller, Gill Miller and David M. Schultz PART II PEDAGOGIES TO FACILITATE MORE AUTONOMOUS LEARNING 13. Inclusive teaching and learning practices in geography Annie Hughes and Nona McDuff 14. Developing and integrating a student-researcher pedagogy within the geography curriculum Helen Walkington 15. Who owns the curriculum? Co-production of an evolving research-informed module Richard Hodgkins and Joanna Bullard 16. Conveying geographic concepts through issues-based inquiry Phil Klein, Karen Barton, Jessica Salo, Jieun Lee and Timothy Vowles 17. Learning and teaching about race and racism in geography James Esson and Angela Last 18. Teaching challenging material: emotional geographies and geographies of death Avril Maddrell and Edward Wigley 19. Geography as responsibility: Sustainability through teaching and learning within geography Zoe Robinson 20. Enhancing internationalisation in the geography undergraduate curriculum Ash Parton and Martin Haigh 21. Heutagogy, personal learning environments, and multi-path entry into GIS education Michael DeMers 22. Field-based pedagogies for developing learners' independence Ian Fuller and Derek France PART III CAPSTONE AND BRIDGING PEDAGOGIES FOR THE FINAL YEAR 23. Pedagogical partnerships, identity building and self-authorship in geography higher education Niamh Moore-Cherry 24. Taking ownership: active learning and student engagement Eric Pawson and Mark Poskitt 25. Examining the potential of experiential learning as pedagogy for senior undergraduate students Shauna Brail and Kate Whalen 26. Fieldwork in the undergraduate geography curriculum: developing graduate skills Lisa Mol, Michael Horswell and Lucy Clarke 27. Authentic assessment and feedback to develop life-long learning Jennifer Hill and Nancy Worth 28. Capstones in geography Alice Hovorka and Peter Wolf 29. Learning for work Ifan D.H. Shepherd 30. Embedding employability skills in the curriculum and extending into postgraduate programs Colin Arrowsmith and William Cartwright 31. Graduate attributes in geography higher education Rachel Spronken-Smith 32. Teaching geography students about careers Michael Solem, Niem Tu Huynh and Joseph Kerski 33. Exploring pedagogic tensions in final year programme design Pauline E. Kneale 34. Teaching, learning and assessing in geography: a foundation for the future Jennifer Hill, Helen Walkington and Sarah Dyer Index