Thesis (M. Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 140-145).

Thesis (M.Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 140-145). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 209-220).

<p> In 1994, <i>Geography for Life</i> was published. From this publication the national geography and state geography standards were developed. These national standards were the basis of the state standards. </p><p> North Dakota Studies is a Grade 9-12 course offered in North Dakota high schools. This course is offered under mandate in North Dakota high schools, so a broad range of data could be obtained by contacting those teachers. </p><p> Prior research has shown that students exposed to 3-D geographic technologies have better spatial abilities than students without a technologic background. A recent study showed that adults wanted to know more about geography and wished their children knew more about geography than they did (Kozak, Dobson, Wood, Wells &amp; Haynes, 2013). </p><p> Analysis of the survey results showed that there may be geographic concepts and content not included in the North Dakota studies curriculum. It also showed while all five themes of geography are included, Human-Environment Interaction has the greatest amount of class time when compared to the time spent in class on the five themes of geography. </p><p> Responses from respondents indicated that the majority of North Dakota Studies teachers do not have a geography degree and many have not had continuing education credits in Geography for many years, if ever. </p><p> Recommendations include greater inclusion of high school level topics at North Dakota Geographic Alliance summer institutes. Topics of these institutes should include geo-special techniques and manners in which to include project-based learning. Scholarships could be offered to teachers to attend seminars and in turn facilitate segments of future institutes. The North Dakota Department of Public Instruction, when next addressing state standards, should take care in addressing not only the standards from the second edition of <i>Geography for Life,</i> but also incorporating concepts from the Common Core and skills from the 21^st Century Framework.</p>

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 209-220). Also available in print.

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University / The purpose of this thesis is to conduct a study of the elements which cause difficulty in the reading of maps, charts, and graphs and the effect which the elements have on programming the reading of maps, charts, and graphs for instruction. The experiment was made to determine (1) if work of this kind is profitable for students and (2) which elements cause the greatest difficulty for students: (a) types of graphic aids used; (b) the numbers of aids used: (c) the depth of thought required to answer the questions.

This thesis considers the proposition that postmodernism holds important implications for geography education. Whilst the 'postmodern turn' is well established in geography, and there is a growing literature that discusses the relationship between postmodernism and education, there have been few discussions of the implications of postmodernism for school geography. The Introduction positions the study within a tradition of 'critical geography education' and provides an outline of the thesis. Chapter 1 discusses the various ways in which 'place' is used in recent debates within geographical and social theory and points to the implications for geography education. It is argued that geography educators should understand place as a shifting, unstable, polysemous concept. Chapter 2 argues that the school geography curriculum can be read as a 'curriculum of erasure', and that the potential exists to incorporate other knowledges, other geographies into the curriculum. Chapter 3 points the need for geography educators to recognise that consumer and media culture enact a cultural pedagogy, and calls for the development of pedagogical approaches that build upon these informal knowledges. The chapter argues for the development of a critical media literacy within geography education. Finally, in Chapter 4, some of the arguments of the thesis are used to consider how curriculum planning can reflect the concerns of postmodernism. A brief Conclusion is provided, which suggests that geography educators can use the opportunities provided by the postmodern turn in geography and education to develop challenging forms of school geography.

Thesis (Ed.M.)--Boston University

Maps are the integral tool of geography. The importance of maps to geographic literacy is reflected in the National Geography Standards (Geography Education Implementation Project 1994): the first essential element, the World in Spatial Terms, details the significance of map comprehension to spatial thinking. Despite that centrality, there is little research which tells us how maps are used in the classroom. This study considers Texas teachers' instructional practices with regards to maps. The following questions are addressed: (1) what are teachers' beliefs and knowledge about maps; (2) what are teachers' practices regarding their use; and, (3) to what extent do teachers understand the curricular requirements related to maps? The study was conducted in two phases. During Phase I, a survey was completed by eighty-eight teacher-members of the Texas Alliance for Geographic Education. In Phase II, eleven teachers were selected from the pool of survey respondents for interviews and classroom observations. Data were analyzed using descriptive statistics and qualitative techniques. Analysis included evaluation of teachers' practices along a map skills continuum, which was adapted from National Assessment of Educational Progress' (NAEP) standards in geography, the National Geography Standards, and the state curriculum, the Texas Essential Knowledge and Skills (TEKS). The continuum evaluated teachers by grade (elementary, middle, or high school) and proficiency (basic, proficient, or advanced). Teachers in Phase II were representative of the grade and proficiency levels of the survey respondents. Results indicate that map instruction focuses on learning cartographic terminology, performing basic map tasks, and identifying locations. The more advanced tasks illustrated in the continuum are largely absent. The teachers in this study generally had a limited conceptualization of maps and their uses; that limited conceptualization constrained their practices and their understanding of the curricular requirements regarding map skills. Consequently, map instruction does not occur in the rich way conceptualized by the Standards, NAEP, or the TEKS. The implication is that teachers' conceptualization of maps must be improved. This goal could be accomplished by providing teachers with professional development experiences and curricular tools that will enhance their understanding of maps and their many uses.