Towards a geography of education

Taylor, Chris

doi:10.1080/03054980903216358

Cited by 85 publications

(84 citation statements)

References 46 publications

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“…It is increasingly clear that where education takes place-specifically, which city, town or districthas important implications for how it takes place and for the outcomes that result (Lupton 2006). There are many aspects of the "geography of education" (Taylor 2009) that are potentially important, including who attends which school, what choices families really have as to where to educate their children, how well the school is resourced, and how easy the school finds it to recruit and retain staff. However, all of these are compounded by the spatialisation of socialand hence, educational-disadvantage in England.…”

Section: Educational Disadvantage In the English Contextmentioning

confidence: 99%

Welche Zukunft für territoriale Erziehungsinitiativen in England?

Dyson¹,

Kerr²,

Raffo³

2012

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Section: Educational Disadvantage In the English Contextmentioning

confidence: 99%

Welche Zukunft für territoriale Erziehungsinitiativen in England?

Dyson¹,

Kerr²,

Raffo³

2012

rfp

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“…More recently, interest has begun to grow in the analysis of educational issues at the supra-national level (for example, Ozga et al 2011). However, the more complex geographies of spatial variation within national states, whilst implicit in much educational research, have much less frequently been analysed systematically (Taylor 2009;Thiem 2009). …”

Section: Introductionmentioning

confidence: 99%

Devolution and geographies of education: the use of the Millennium Cohort Study for ‘home international’ comparisons across the UK

Taylor

Rees

Davies

2013

Comparative Education

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“…Especially, it is important for teachers of different classes to teach an interdisciplinary subject together in the same environment sometimes. Bahar-2014 Cilt:13 Sayı:49 (386-410) www.esosder.org Spring-2014 Volume:13 Issue:49 Geography has emerged as an interdisciplinary field that integrates cross cutting technologies with arts and sciences education (Skole, 2004;Murphy, 2007;Taylor, 2009).…”

Section: Troductiomentioning

confidence: 99%

Evaluation of Interdisciplinary Teaching Approach in Geography Education

Sağdıç¹,

Demirkaya²

2014

Elektronik Sosyal Bilimler Dergisi

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The object of this study is to assess the interdisciplinary teaching approach in geography lessons in secondary education, based on the views of geography teachers in Turkey related to interdisciplinary teaching approach. Phenomenology design from qualitative research designs was applied in this study. Data obtained from this study was collected using "semi-structured interview form" conducted to geography teachers. The collected data was interpreted by considering the relevant literature, and some suggestions related with stakeholders were presented. Key Words: Geography lesson, geography teacher, interdisciplinary teaching ÖzBu araştırma, Türkiye'de görev yapan coğrafya öğretmenlerinin disiplinler arası öğretime ilişkin görüşlerinden yola çıkarak ortaöğretim kurumları coğrafya eğitiminde disiplinler arası öğretim yaklaşımını değerlendirmektir. Araştırmada nitel araştırma yöntemi; nitel araştırma desenlerinden olgu-bilim deseni uygulanmıştır. Araştırmanın verileri, okul yöneticilerini uygulanan 'yarı yapılandırılmış görüşme formu' ile toplanmıştır. Görüşme kayıtlarının değerlendirilmesinde içerik analizi kullanılmıştır. Araştırma sonucunda elde edilen veriler ilgili literatür göz önünde bulundurularak yorumlanmış ve ilgili paydaşlara yönelik bazı öneriler sunulmuştur. -2014 Cilt:13 Sayı:49 (386-410) www.esosder.org Spring-2014 Volume:13 Issue:49 387 I TRODUCTIOThe interdisciplinary concept means handling a concept, theme or problem through an integrated approach by using more than one discipline method and language (Jacobs 1989, Erickson 1995. In another words, interdisciplinary concept considers the richness of disciplines individually and interrelatedness of them, yet it also assumes that each problem in real world does not have a single correct answer (Perkins, 1994). Interdisciplinary approach is essentially based on holistic education. As a matter of fact, nothing can exist without a context in any kind; nothing is a standalone detached part (Miller, 2004). Interdisciplinary approaches, while arguably less effective than traditional approaches for building the depth of single-subject knowledge, emphasize higher-order thinking (e.g., analyzing, applying, generalizing) and seek meaningful connections between and among disciplines. (Ivanitskaya et al., 2002). On the other hand, the knowledge and skills earned through disciplinary approach don't seem to offer solution for problem encountered in daily life. Globalization, transition to information society and ecological and social developments occurring too fast has caused many problems to be resolvable with only interdisciplinary approach (Dervişoğlu and Soran, 2003). An interdisciplinary curriculum aims to solve complicated problems, which cannot be solved by using single discipline, with points of view developed by different disciplines (Repko, 2007). Traditional scientists have given priority and even partly superiority to their own fields. The main reason for that is the habit of explaining events and cases from their own perspectives. On ...

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Towards a geography of education

Cited by 85 publications

References 46 publications

Welche Zukunft für territoriale Erziehungsinitiativen in England?

Welche Zukunft für territoriale Erziehungsinitiativen in England?

Devolution and geographies of education: the use of the Millennium Cohort Study for ‘home international’ comparisons across the UK

Evaluation of Interdisciplinary Teaching Approach in Geography Education

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