Teaching Geography in Secondary Schools: A Reader

By Maggie Smith | Go to book overview

styles. If the gains in achievement generated by the CASE project are to be transferred across the curriculum, then there needs to be developed in geography teachers a new repertoire of skills that can be labelled as intervention skills. This is not to say that instruction skills are unnecessary, but that alone they are not sufficient to repair the disadvantage of slow cognitive development. Just how this can be accomplished within the framework of the government reforms of teacher education remains to be seen.


Notes
1
The National Curriculum for Geography came into force for 5-7-year-olds (Key Stage 1), 7-11-year-olds (Key Stage 2) and 11-14-year-olds (Key Stage 3) in September 1991. Key Stage 4 for 14-16-year-olds should have started in September 1994, by which time the General Certificate of Secondary Education (GCSE) courses would have been brought into line with National Curriculum requirements. This change has now been postponed until at least 1996. Each Key Stage had a compulsory content of material to be taught, the Programmes of Study. The assessment framework was provided by 5 Attainment Targets (ATs): Skills, Knowledge and Understanding of Places, Physical Geography, Human Geography and Environmental Geography. Each AT had ten Levels, which described, supposedly, progressive levels of attainment in those areas. Most Levels had several statements. Problematically, nearly all the statements contained command words such as 'describe', 'explain' and 'analyse', and a geographical knowledge component. The framework for the Geography proposals was produced by a working group appointed by the Secretary of State for Education.
2
The new Orders for Geography acknowledge the many weaknesses of the original, notably the difficulty of assessing the Statements of Attainment. The new orders contain one Attainment Target with 8 Level descriptions, which attempt to characterize a range of performance outcomes. Teachers would have to decide which descriptions best fitted each pupil. There have been some reductions in the content coverage required.

References
Adey, P. and Shayer, M. (1994) Really Raising Standards, London: Routledge.
Al-Kunifed, A. and Wandersee, J.H. (1990) 'One hundred references related to concept mapping', Journal of Research in Science Teaching, 27: 1069-75.
Ausubel, D.P. (1963) The Psychology of Meaningful Verbal Learning, New York: Grune and Stratton.
Ausubel, D.P. (1968) Educational Psychology: A Cognitive View, New York: Holt, Rinehart and Winston.
Beard, R. (1969) Piaget's Stages of Development, London: Routledge and Kegan Paul.
Blagg, N., Ballinger, M. and Gardner, R. (1988) Somerset Thinking Skills Course, Oxford: Blackwell.
de Bono, E. (1996) CoRT Thinking, Oxford: Pergamon.
Bryant, P. (1974) Perception and Understanding in Young Children, London: Methuen.
Calderhead, J. (ed.) (1987) Exploring Teachers' Thinking, London: Cassell.
Carter, K. and Doyle, W. (1987) 'Teachers' knowledge structures and comprehension processes', in J. Calderhead (ed.) Exploring Teachers' Thinking, London: Cassell.
DES and Welsh Office (1989) National Curriculum Geography Working Group Interim Report . London: DES and Welsh Office.
Donaldson, M. (1978) Children's Minds, Glasgow: Fontana.

-145-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Teaching Geography in Secondary Schools: A Reader
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 331

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.