Review from Journal of Geography, May-August 2000, vol. 99 (3/4), pp.173-182.
"The series is strongly recommended as a foundation for curriculum evaluation and as a source of innovative models for improving teaching practice. The brief, but effective, treatments of educational theory are a welcome stimulus for a broader awakening of how geographers learn their craft."
Dr Stephen Legg, Monash University
[This review appears in Interaction - Journal of The Geography Teachers' Association of Victoria Inc.(1999), 28(1), pp.64-65]
"The Guides have achieved what they set out to do, namely bringing together practical ideas and key bibliographies to provide a resource for academic teaching staff to improve their practice teaching learning and assessment. Academic developers would do well to direct natural and social scientists (and others) to these volumes as sources of inspiration, for providing the 'real' examples that attendees at seminars and workshop always request."
Dr Mary McCulloch, The University of Sydney
[This review appears in the International Journal for Academic Development (1999), 4(2), pp.157-158]
"One of the delights of reading ...the volumes is the sense that they convey of the range of possibilities for doing something immediately, and with barely any effort, to attempt to improve teaching and learning and of the positive consequences which may follow. ...All of the volumes are highly accessible, capable of being dipped into or read at a single (fairly short) session. ...These are generous volumes, not in terms simply of the wealth of material that they present - and there is a wealth here - but, much more importantly, in the diverse ways in which they succeed ...in engaging sympathetically with their readers. ...It is the quality above all, perhaps, that distinguishes this excellent series: it inspires us to think about what we are doing in new and positive ways. ...Geography is a better discipline for their presence: they make a difference by their encouragement not only to do better but to do so in better - educational - ways."
Professor Roger Lee and colleagues, Department of Geography, Queen Mary and Westfield College, UK
"This is the most comprehensive series about the teaching of a discipline I have ever encountered and provides a model for how academics can share both theory and practice about the teaching of their subject. I have drawn on geography examples in these materials in my work just as the geographers have drawn on generic writing in their work. It is particularly valuable to see how generic ideas are adapted and applied in specific contexts and how this adaptation enriches and fills out the generic ideas. The publications are clearly and attractively presented. I defy anyone not to find something new and useful. I'd like to see other disciplines attempt a series of publications like this."
Professor Graham Gibbs, Centre for Higher Education Practice, Open University, UK
"At the pedagogical level, the Guides receive high marks because serious review of their content will make for more effective classroom teachers. ...The collection represents an impressive effort to team geographers and educational developers in an effort to identify the instructional, resource, research, technological, assessment and curricular design problems and prospects that confront instructors and students of geography. Strategies for implementing the ideas found in the publications is a major strength; whether the analysis is about the methodology of lecturing, the process of student assessment, group projects, or the challenges of field work, action plans and case study testimonials are presented which are thoughtful, thorough, and practical."
Gil Latz, Professor of Geography and International Studies, Portland State University, Oregon, USA
"If there is one thing that this series does consistently well, it is to urge lecturers to consider overtly the assumptions that underlie existing practice, and to make clear to students the goals and intended outcomes of curricula, courses, modules, and specific items of teaching... It will be a poor reader who is not motivated to question some aspects of existing practice, or who could not think of something new to try, by every one of these guides, not matter where s/he is."
Professor Eric Pawson, University of Canterbury, New Zealand
"The authors need to be congratulated on their positive response to the challenges which we face as Geography lecturers. I have personally learnt a considerable amount from the practical issues and suggestions contained in this series and feel that they will be of benefit to all Geography lecturers who wish to improve their teaching and are trying to face the very real obstacles which now exist. ...Lecturing staff in many countries will easily be able to identify with the challenges which face their UK colleagues. ...I have no doubt that the guides will prove to be a major asset in ensuring the improvement of geography instruction in the region [Southern Africa]."
Dr Etienne Nel, Department of Geography, Rhodes University, Grahamstown, South Africa
"This series of Guides provides a thorough and stimulating overview of the potential of teaching and learning in higher education. The Guides are well written and attractively presented. They draw appropriately on theory and broader educational ideas and are exemplified by plentiful practical case studies. ...Many of the Guides focus on practical teaching and learning strategies (e.g. in fieldwork, small group discussion, resource based learning) which are of direct relevance to teachers of 16-19 year old students, others draw out fresh ideas and examples of the contribution of geography to e.g. key skills, work-based learning and the use of ICT - all areas which schools are currently asked to address as much as higher education. ...the Guides make valuable reading for the interested geographer at all levels in the education system."
Eleanor Rawling, Department of Educational Studies, University of Oxford
"The 10 Geography Discipline Network Guides constitute a major development in the teaching of geography in Higher Education. They were created jointly by subject specialists and educational developers and should act as an example to other disciplines, both in their content and in the collaborative way that they were created."
Professor Lewis Elton, Higher Education Research and Development Unit, University College London
Page last updated 30 October 2000