Highly Commended Geographical Association Award 2002
`Has been judged as likely to make a significant contribution to geography′
This book provides a comprehensive overview of contemporary thought and practice in teaching geography. It is designed to support continuing professional development and reflective practice in geography education by: encouraging a critical understanding of the literature and concepts; stimulating teachers to continue with personal and professional development; and providing professionally relevant knowledge, understanding, skills and values.
Drawn from a wide range of eminent geographers and experienced practitioners, the authors cover: progress in geography - changing viewpoints; the geography curriculum - development planning and issues; and research and geography teaching - why and how research matters.
This book is essential reading and a valuable resource, for student and practising teachers of geography at secondary school level, as well as for those responsible for continuing professional development and subject leadership.
CONTRIBUTORS′ AFFILIATIONS OUTSIDE NORTH AMERICA:
David Balderstone Institute of Education, London
Nicola Bright St Paul′s Catholic College, Sunbury on Thames
Shaun Brown Forest School, Walthamstow, London
Charlie Carpenter Edenham High School, Croydon
Rod Gerber University of New England, Armidale, Australia
Andrew Goudie University of Oxford
Norman Graves Institute of Education, London
Alan Hudson University of Cambridge
Peter Jackson University of Sheffield
Stephanie Jackson Institute of Education, London
Sheila King Institute of Education, London
David Lambert Institute of Education, London
Ian Langrish Tiffin Boys School, Kingston Upon Thames
David Leat University of Newcastle upon Tyne
Paul Machon Wyggeston & Queen Elizabeth 1 College, Leicester
Julian Mayes University of Surrey, Roehampton
Adrian McDonald University of Leeds
John Morgan Institute of Education, London
Brendan Murphy Chislehurst & Sidcup Grammar School, London
Eleanor Rawling Qualifications & Curriculum Authority, London
Margaret Roberts University of Sheffield
Maggie Smith University of West of England
Derek Spooner University of Hull
Helen Walkington University of Reading
Deryn Watson Kings′ College London
Geraldine Wharton University of London,
Queen Mary & Westfield College
Michael Williams Swansea
Peter Wood University College London
