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Contents
Helen Walkington
,
Jennifer Hill
, and
Sarah Dyer
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Article Category:
Handbook Chapter
Publication Date:
05 Dec 2019
Page Range:
v–vii
Collections:
Social and Political Science 2019
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Handbook for Teaching and Learning in Geography
Editors:
Helen Walkington
,
Jennifer Hill
, and
Sarah Dyer
Handbook
Publication Date:
05 Dec 2019
Print ISBN:
9781788116480
eISBN:
9781788116497
DOI:
https://doi.org/10.4337/9781788116497
Page Count:
c 520
Collections:
Social and Political Science 2019
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Table of Contents
Front Matter
Copyright
Contents
Figures
Tables
Boxes
Contributors
Chapter 1: Introduction to the Handbook for Teaching and Learning in Geography
Part I: Pedagogies to Support Transition into Higher Education
Chapter 2: Student perspectives on the importance of both academic and social transitions to and through their undergraduate geography degree
Chapter 3: Bridging the divide between school and university geography – ‘mind the gap!’
Chapter 4: Embodied teaching and learning through a large lecture: strategies for place-based pedagogies
Chapter 5: Measuring learning for the masses: assessment strategies for large classes
Chapter 6: Finding your way in liminal space: threshold concepts and curriculum design in geography
Chapter 7: Fieldwork as transition pedagogy for non-specialist students in geography: promoting collaborative learning amidst uncertainty
Chapter 8: Supportive learning environments and the transition to university
Chapter 9: Teaching in a multi- or interdisciplinary context
Chapter 10: Co-pedagogy: teaching together for successful student learning
Chapter 11: Pedagogies for developing undergraduate ethical thinking within geography
Chapter 12: Information literacy: benefits, challenges and practical strategies
Part II: Pedagogies to Facilitate More Autonomous Learning
Chapter 13: Inclusive teaching and learning practices in geography
Chapter 14: Developing and integrating a student-researcher pedagogy within the geography curriculum
Chapter 15: Who owns the curriculum? Co-production of an evolving research-informed module
Chapter 16: Conveying geographic concepts through issues-based inquiry
Chapter 17: Learning and teaching about race and racism in geography
Chapter 18: Teaching challenging material: emotional geographies and geographies of death
Chapter 19: Geography as responsibility: sustainability through teaching and learning within geography
Chapter 20: Enhancing internationalisation in the geography undergraduate curriculum
Chapter 21: Heutagogy, personal learning environments, and multi-path entry into GIS education
Chapter 22: Field-based pedagogies for developing learners’ independence
Part III: Capstone and Bridging Pedagogies for the Final Year
Chapter 23: Pedagogical partnerships, identity building and self-authorship in geography higher education
Chapter 24: Taking ownership: active learning and student engagement
Chapter 25: Examining the potential of experiential learning as pedagogy for senior undergraduate students
Chapter 26: Fieldwork in the undergraduate geography curriculum: developing graduate skills
Chapter 27: Authentic assessment and feedback to develop lifelong learning
Chapter 28: Capstones in geography
Chapter 29: Learning for work
Chapter 30: Embedding employability skills in the curriculum and extending into postgraduate programs
Chapter 31: Graduate attributes in geography higher education
Chapter 32: Teaching geography students about careers
Chapter 33: Exploring pedagogic tensions in final year programme design
Chapter 34: Teaching, learning and assessing in geography: a foundation for the future
Index
Subjects
Education
Teaching and Learning
Geography
Human Geography
Teaching Methods
Qualitative Teaching Methods
Quantitative Teaching Methods
Teaching Methods in Geography
Teaching Methods in Urban and Regional Studies
Urban and Regional Studies
Teaching Methods in Urban and Regional Studies
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