Journal of Geography - 2003 Abstracts

Aitken, S.C. (2003) Composing Identities: Films, Families and Racism, Journal of Geography, 102(1), pp.2-12.

ABSTRACT With this paper, I elaborate the use of the movies American History X and Mi Familia in classroom settings to highlight issues of ethnicity and the social construction of identity through families and communities. Taken together, these movies draw attention to racial geographies of Los Angeles but in very different ways. I contrast the ways they involve familial reactions to geographies of exclusion and betrayal, and how racial space is structured through larger community and institutional relations. I speak to how these issues are broached in a large introductory, interdisciplinary class.

KEYWORDS racial geographies, families and communities.

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Feeney, A.E. (2003) Using Interactive Multimedia for Dyslexic Students in Geographic Education, Journal of Geography, 102(1), pp.21-28.

ABSTRACT This study was conducted to assess interactive multimedia for aiding students with dyslexia to learn geography. Guided by the National Geography Standards, four sections of a lesson were created in two formats: traditional text and interactive multimedia. Forty-six eighth grade students (dyslexic and non-dyslexic) participated. They took a pretest and then proceeded with the lesson, alternating each section with each format and answering multiple choice content questions after each section. The results indicate that multimedia helped both groups of students in terms of accuracy, response times and enthusiasm, with a slight decrease in the performance gap between the two groups.

KEYWORDS interactive multimedia, dyslexia.

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Birdsall, S.S. (2003) Learning to See Landscape Through a Flexible Lens, Journal of Geography, 102(1), pp.29-34.

ABSTRACT Students' established conclusions about the world can often hinder a teacher's efforts to suggest new ideas and new ways to pursue alternative explanations. Flexible thinking helps students practice the value that one's present conclusions should remain tentative and subject to re-evaluation. Meining's ten alternative perspectives for seeing a landscape were used successfully as a pedagogical rubric to teach students experientially how to observe more attentively and think more flexibly about place.

KEYWORDS cultural landscape, pedagogy, experiential.

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Martin, D.G. (2003) Observing Metropolitan Atlanta, Georgia: Using an urban field study to enhance student experiences and instructor knowledge in urban geography, Journal of Geography, 102(1), pp.35-41.

ABSTRACT In urban geography courses, knowledge of a local area is especially useful for demonstrating geographic principles. These classroom examples are further enhanced when students conduct their own field observations, with direction from the instructor. This paper describes a field study of the metropolitan Atlanta area that is used in an intermediate geography class, in which students compare their observations of Atlanta with urban geography models and theories. I argue that the preparation of the project, and the completion of it by students, represents a valuable firsthand observation experience for both the instructor and the students.

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Nicol, D., Bélec, J. & Buckley, P. (2003) Teaching Geography in an International Region: Challenges of the Pacific Northwest Bordertland, Journal of Geography, 102(2), pp.47-57.

ABSTRACT Offering a course across an international border, where students and faculty physically travel to both countries throughout the term, raises a host of pedagogical, cartographic, logistic, and cultural challenges. At the same time, two initial classes find the experience rewarding and evaluate the course positively. This paper reviews the offering of a unique cross-border course, outlining its structure, methodology, and outcomes. Major hurdles and issues in this venture into cross-border education are outlined. Directions and expectations for future offerings are suggested.

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Moran, S. (2003) Stream Restoration as a Seminar Theme: Opportunities for Synthesis and Integration, Journal of Geography, 102(2), pp.67-79.

ABSTRACT By using stream restoration as a seminar theme, geography faculty can create a topical course that helps provide a shared intellectual agenda for both physical and human geography students, while highlighting the holistic strengths of our discipline. Although it is not necessary that faculty have prior knowledge about the topic, a willingness to work collaboratively is essential to creating an effective course about this complex endeavor. The course can simultaneously meet the needs of students continuing on to graduate studies as well as those preparing for teaching careers. Guidance on how a stream restoration class could be used to teach the eighteen geography standards is also provided.

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Miller, E.J. (Wilson) (2003) Teaching Methods, the Herbartian Revolution and Douglas Clay Ridgely at Illinois State Normal University, Journal of Geography, 102(3), pp.110-120.

ABSTRACT Teaching methods in the 1880s and 1890s were influenced by the energies and publications of the Herbartians from Illinois State Normal University. Memorization was replaced by inductive questioning, field trips and the use of visual aids. Four men and one woman were followed by Douglas Clay Ridgley who built up the geography major and made tools for the teachers. Name recognition is now weak but much of what they taught is now accepted and practiced.

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The GDN would like to thank the Journal of Geography for allowing us to reproduce abstracts from the journal.

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