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Publisher: RMIT Publishing   (Total: 399 journals)

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Showing 1 - 200 of 399 Journals sorted alphabetically
40 [degrees] South     Full-text available via subscription   (Followers: 2)
Aboriginal and Islander Health Worker J.     Full-text available via subscription   (Followers: 14)
Aboriginal Child at School     Full-text available via subscription   (Followers: 5)
About Performance     Full-text available via subscription   (Followers: 11)
Access     Full-text available via subscription   (Followers: 25)
ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies     Full-text available via subscription   (Followers: 10)
Accounting, Accountability & Performance     Full-text available via subscription   (Followers: 17)
ACORN : The J. of Perioperative Nursing in Australia     Full-text available via subscription   (Followers: 17, SJR: 0.198, CiteScore: 0)
Adelaide Law Review     Full-text available via subscription   (Followers: 22, SJR: 0.122, CiteScore: 0)
Advocate: Newsletter of the National Tertiary Education Union     Full-text available via subscription   (Followers: 1)
Agenda: A J. of Policy Analysis and Reform     Full-text available via subscription   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 4)
Agricultural Commodities     Full-text available via subscription   (SJR: 0.123, CiteScore: 0)
Agricultural Science     Full-text available via subscription   (Followers: 2)
AIMA Bulletin     Full-text available via subscription   (Followers: 4)
AJP : The Australian J. of Pharmacy     Full-text available via subscription   (Followers: 10, SJR: 0.142, CiteScore: 0)
Analysis     Full-text available via subscription   (Followers: 3)
Ancient History : Resources for Teachers     Full-text available via subscription   (Followers: 4)
Anglican Historical Society J.     Full-text available via subscription   (Followers: 3)
Annals of the Royal Australasian College of Dental Surgeons     Full-text available via subscription   (Followers: 4)
ANZSLA Commentator, The     Full-text available via subscription   (Followers: 3)
Appita J.: J. of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 14, SJR: 0.168, CiteScore: 0)
AQ - Australian Quarterly     Full-text available via subscription  
Arena J.     Full-text available via subscription   (Followers: 1)
Around the Globe     Full-text available via subscription   (Followers: 1)
Art + Law     Full-text available via subscription   (Followers: 12)
Art Monthly Australia     Full-text available via subscription   (Followers: 10)
Artefact : the journal of the Archaeological and Anthropological Society of Victoria     Full-text available via subscription   (Followers: 3)
Artlink     Full-text available via subscription   (Followers: 5)
Asia Pacific J. of Clinical Nutrition     Full-text available via subscription   (Followers: 10, SJR: 0.697, CiteScore: 2)
Asia Pacific J. of Health Management     Full-text available via subscription   (Followers: 4)
Aurora J.     Full-text available via subscription  
Australasian Biotechnology     Full-text available via subscription   (Followers: 1, SJR: 0.1, CiteScore: 0)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 5)
Australasian Drama Studies     Full-text available via subscription  
Australasian Epidemiologist     Full-text available via subscription  
Australasian Historical Archaeology     Full-text available via subscription   (Followers: 7, SJR: 0.212, CiteScore: 0)
Australasian J. of Early Childhood     Full-text available via subscription   (Followers: 5, SJR: 0.535, CiteScore: 1)
Australasian J. of Gifted Education     Full-text available via subscription   (Followers: 6, SJR: 0.123, CiteScore: 0)
Australasian J. of Human Security     Full-text available via subscription   (Followers: 1, SJR: 0.144, CiteScore: 0)
Australasian J. of Irish Studies, The     Full-text available via subscription   (Followers: 8)
Australasian J. of Regional Studies, The     Full-text available via subscription   (Followers: 1, SJR: 0.118, CiteScore: 0)
Australasian Law Management J.     Full-text available via subscription   (Followers: 7)
Australasian Leisure Management     Full-text available via subscription   (Followers: 1)
Australasian Musculoskeletal Medicine     Full-text available via subscription   (Followers: 3)
Australasian Music Research     Full-text available via subscription   (Followers: 4)
Australasian Parks and Leisure     Full-text available via subscription   (Followers: 2)
Australasian Plant Conservation: J. of the Australian Network for Plant Conservation     Full-text available via subscription   (Followers: 4)
Australasian Policing     Full-text available via subscription   (Followers: 5)
Australasian Public Libraries and Information Services     Full-text available via subscription   (Followers: 33)
Australasian Review of African Studies, The     Full-text available via subscription   (Followers: 2)
Australian Aboriginal Studies     Full-text available via subscription   (Followers: 10, SJR: 0.13, CiteScore: 0)
Australian Advanced Aesthetics     Full-text available via subscription   (Followers: 4)
Australian Ageing Agenda     Full-text available via subscription   (Followers: 6)
Australian and Aotearoa New Zealand Psychodrama Association J.     Full-text available via subscription  
Australian and New Zealand Continence J.     Full-text available via subscription   (Followers: 3)
Australian and New Zealand Sports Law J.     Full-text available via subscription   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Bookseller & Publisher     Full-text available via subscription   (Followers: 1)
Australian Bulletin of Labour     Full-text available via subscription   (Followers: 2)
Australian Canegrower     Full-text available via subscription   (Followers: 2)
Australian Coeliac     Full-text available via subscription   (Followers: 1)
Australian Cottongrower, The     Full-text available via subscription   (Followers: 1)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8, SJR: 0.146, CiteScore: 0)
Australian Family Physician     Full-text available via subscription   (Followers: 3, SJR: 0.317, CiteScore: 1)
Australian Field Ornithology     Full-text available via subscription   (Followers: 4, SJR: 0.209, CiteScore: 0)
Australian Forest Grower     Full-text available via subscription   (Followers: 4)
Australian Grain     Full-text available via subscription   (Followers: 2)
Australian Holstein J.     Full-text available via subscription   (Followers: 1)
Australian Humanist, The     Full-text available via subscription   (Followers: 3)
Australian Indigenous Law Review     Full-text available via subscription   (Followers: 22)
Australian Intl. Law J.     Full-text available via subscription   (Followers: 23)
Australian J. of Acupuncture and Chinese Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.116, CiteScore: 0)
Australian J. of Adult Learning     Full-text available via subscription   (Followers: 16, SJR: 0.297, CiteScore: 0)
Australian J. of Advanced Nursing     Full-text available via subscription   (Followers: 13, SJR: 0.299, CiteScore: 1)
Australian J. of Asian Law     Full-text available via subscription   (Followers: 4)
Australian J. of Cancer Nursing     Full-text available via subscription   (Followers: 8)
Australian J. of Civil Engineering     Full-text available via subscription   (Followers: 5, SJR: 0.158, CiteScore: 0)
Australian J. of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8, SJR: 0.1, CiteScore: 0)
Australian J. of Emergency Management     Full-text available via subscription   (Followers: 15, SJR: 0.354, CiteScore: 0)
Australian J. of French Studies     Full-text available via subscription   (Followers: 7, SJR: 0.123, CiteScore: 0)
Australian J. of Herbal Medicine     Full-text available via subscription   (Followers: 3)
Australian J. of Language and Literacy, The     Full-text available via subscription   (Followers: 3, SJR: 0.282, CiteScore: 1)
Australian J. of Legal History     Full-text available via subscription   (Followers: 14)
Australian J. of Mechanical Engineering     Full-text available via subscription   (Followers: 4, SJR: 0.119, CiteScore: 0)
Australian J. of Medical Science     Full-text available via subscription   (Followers: 1)
Australian J. of Multi-Disciplinary Engineering     Full-text available via subscription   (Followers: 2)
Australian J. of Music Education     Full-text available via subscription   (Followers: 5)
Australian J. of Music Therapy     Full-text available via subscription   (Followers: 9, SJR: 0.549, CiteScore: 1)
Australian J. of Parapsychology     Full-text available via subscription   (Followers: 2, SJR: 0.511, CiteScore: 0)
Australian J. of Social Issues     Full-text available via subscription   (Followers: 5, SJR: 0.399, CiteScore: 1)
Australian J. of Structural Engineering     Full-text available via subscription   (Followers: 6, SJR: 0.281, CiteScore: 1)
Australian J. of Water Resources     Full-text available via subscription   (Followers: 5, SJR: 0.156, CiteScore: 0)
Australian J. on Volunteering     Full-text available via subscription   (Followers: 2)
Australian J.ism Review     Full-text available via subscription   (Followers: 8)
Australian Life Scientist     Full-text available via subscription   (Followers: 2)
Australian Literary Studies     Full-text available via subscription   (Followers: 5)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Nursing J. : ANJ     Full-text available via subscription   (Followers: 6)
Australian Orthoptic J.     Full-text available via subscription  
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian Senior Mathematics J.     Full-text available via subscription   (Followers: 1)
Australian Sugarcane     Full-text available via subscription  
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Tax Forum     Full-text available via subscription   (Followers: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Australian Voice     Full-text available via subscription   (Followers: 6)
Bar News: The J. of the NSW Bar Association     Full-text available via subscription   (Followers: 6)
Bioethics Research Notes     Full-text available via subscription   (Followers: 14)
BOCSAR NSW Alcohol Studies Bulletins     Full-text available via subscription   (Followers: 4)
Bookseller + Publisher Magazine     Full-text available via subscription   (Followers: 5)
Breastfeeding Review     Full-text available via subscription   (Followers: 18, SJR: 0.183, CiteScore: 0)
British Review of New Zealand Studies     Full-text available via subscription   (Followers: 4)
Brolga: An Australian J. about Dance     Full-text available via subscription   (Followers: 1)
Cancer Forum     Full-text available via subscription   (SJR: 0.115, CiteScore: 0)
Cardiovascular Medicine in General Practice     Full-text available via subscription   (Followers: 7)
Chain Reaction     Full-text available via subscription  
Childrenz Issues: J. of the Children's Issues Centre     Full-text available via subscription  
Chiropractic J. of Australia     Full-text available via subscription   (SJR: 0.111, CiteScore: 0)
Chisholm Health Ethics Bulletin     Full-text available via subscription   (Followers: 1)
Church Heritage     Full-text available via subscription   (Followers: 4)
Commercial Law Quarterly: The J. of the Commercial Law Association of Australia     Full-text available via subscription   (Followers: 5)
Communicable Diseases Intelligence Quarterly Report     Full-text available via subscription   (Followers: 2, SJR: 0.563, CiteScore: 1)
Communication, Politics & Culture     Open Access   (Followers: 14)
Communities, Children and Families Australia     Full-text available via subscription   (Followers: 2)
Connect     Full-text available via subscription   (Followers: 2)
Contemporary PNG Studies     Full-text available via subscription  
Context: J. of Music Research     Full-text available via subscription   (Followers: 8)
Corporate Governance Law Review, The     Full-text available via subscription   (Followers: 7)
Creative Approaches to Research     Full-text available via subscription   (Followers: 13)
Critical Care and Resuscitation     Full-text available via subscription   (Followers: 19, SJR: 1.032, CiteScore: 1)
Cultural Studies Review     Full-text available via subscription   (Followers: 15)
Culture Scope     Full-text available via subscription   (Followers: 4)
Current Issues in Criminal Justice     Full-text available via subscription   (Followers: 11)
Dance Forum     Full-text available via subscription   (Followers: 3)
DANZ Quarterly: New Zealand Dance     Full-text available via subscription   (Followers: 3)
Day Surgery Australia     Full-text available via subscription   (Followers: 2)
Deakin Law Review     Full-text available via subscription   (Followers: 15)
Developing Practice : The Child, Youth and Family Work J.     Full-text available via subscription   (Followers: 19)
Early Days: J. of the Royal Western Australian Historical Society     Full-text available via subscription  
Early Education     Full-text available via subscription   (Followers: 8)
EarthSong J.: Perspectives in Ecology, Spirituality and Education     Full-text available via subscription   (Followers: 1)
East Asian Archives of Psychiatry     Full-text available via subscription   (Followers: 3, SJR: 0.36, CiteScore: 1)
Educare News: The National Newspaper for All Non-government Schools     Full-text available via subscription  
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 18)
Education in Rural Australia     Full-text available via subscription   (Followers: 1)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 10)
Educational Research J.     Full-text available via subscription   (Followers: 17)
Electronic J. of Radical Organisation Theory     Full-text available via subscription   (Followers: 3)
Employment Relations Record     Full-text available via subscription   (Followers: 2)
English in Aotearoa     Full-text available via subscription   (Followers: 2)
English in Australia     Full-text available via subscription   (Followers: 2, SJR: 0.18, CiteScore: 0)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 7)
Ethos: Official Publication of the Law Society of the Australian Capital Territory     Full-text available via subscription   (Followers: 5)
Eureka Street     Full-text available via subscription   (Followers: 5)
Extempore     Full-text available via subscription  
Family Matters     Full-text available via subscription   (Followers: 10, SJR: 0.228, CiteScore: 1)
Federal Law Review     Full-text available via subscription   (Followers: 21)
Fijian Studies: A J. of Contemporary Fiji     Full-text available via subscription   (Followers: 1)
Focus on Health Professional Education : A Multi-disciplinary J.     Full-text available via subscription   (Followers: 7)
Food New Zealand     Full-text available via subscription   (Followers: 4)
Fourth World J.     Full-text available via subscription   (Followers: 1)
Frontline     Full-text available via subscription   (Followers: 18)
Future Times     Full-text available via subscription   (Followers: 2)
Gambling Research: J. of the National Association for Gambling Studies (Australia)     Full-text available via subscription   (Followers: 5)
Gay and Lesbian Law J.     Full-text available via subscription   (Followers: 2)
Gender Impact Assessment     Full-text available via subscription   (Followers: 1)
Geographical Education     Full-text available via subscription   (Followers: 2)
Geriatric Medicine in General Practice     Full-text available via subscription   (Followers: 8)
Gestalt J. of Australia and New Zealand     Full-text available via subscription   (Followers: 2, SJR: 0.1, CiteScore: 0)
Globe, The     Full-text available via subscription   (Followers: 3)
Government News     Full-text available via subscription   (Followers: 2)
Great Circle: J. of the Australian Association for Maritime History, The     Full-text available via subscription   (Followers: 7)
Grief Matters : The Australian J. of Grief and Bereavement     Full-text available via subscription   (Followers: 10)
He Puna Korero: J. of Maori and Pacific Development     Full-text available via subscription   (Followers: 4)
Headmark     Full-text available via subscription   (Followers: 2)
Health Inform     Full-text available via subscription  
Health Issues     Full-text available via subscription   (Followers: 2)
Health Promotion J. of Australia : Official J. of Australian Association of Health Promotion Professionals     Full-text available via subscription   (Followers: 8, SJR: 0.531, CiteScore: 1)
Health Voices     Full-text available via subscription  
Heritage Matters : The Magazine for New Zealanders Restoring, Preserving and Enjoying Our Heritage     Full-text available via subscription   (Followers: 2)
High Court Quarterly Review, The     Full-text available via subscription   (Followers: 3)
History of Economics Review     Full-text available via subscription   (Followers: 9)
HIV Australia     Full-text available via subscription   (Followers: 3)
HLA News     Full-text available via subscription   (Followers: 3, SJR: 0.438, CiteScore: 1)
Hong Kong J. of Emergency Medicine     Full-text available via subscription   (Followers: 4, SJR: 0.19, CiteScore: 0)
Idiom     Full-text available via subscription   (Followers: 1)
Impact     Full-text available via subscription   (Followers: 1)
InCite     Full-text available via subscription   (Followers: 17)
Indigenous Law Bulletin     Full-text available via subscription   (Followers: 19)
InPsych : The Bulletin of the Australian Psychological Society Ltd     Full-text available via subscription   (Followers: 2)
Inside Film: If     Full-text available via subscription   (Followers: 7)
Institute of Public Affairs Review: A Quarterly Review of Politics and Public Affairs, The     Full-text available via subscription   (Followers: 11)
Instyle     Full-text available via subscription   (SJR: 0.116, CiteScore: 0)
Intellectual Disability Australasia     Full-text available via subscription   (Followers: 7)
Interaction     Full-text available via subscription   (Followers: 3)
Intl. Employment Relations Review     Full-text available via subscription   (Followers: 2)
Intl. J. of Disability Management Research     Full-text available via subscription   (Followers: 2)
Intl. J. of e-Business Management     Full-text available via subscription  

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Journal Cover
Geographical Education
Number of Followers: 2  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 0085-0969
Published by RMIT Publishing Homepage  [399 journals]
  • Volume 25 The biggest estate on earth: How Aborigines made Australia [Book
           Review]
    • Abstract: Lacey, Geoff
      Review(s) of: The biggest estate on earth: How Aborigines made Australia, by Bill Gammage, Crows Nest: Allen and Unwin, 434 pages, hardback, ISBN 9781742377483.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 Sufficient for the day: Towards a sustainable culture [Book
           Review]
    • Abstract: Wiber, Marilyn
      Review(s) of: Sufficient for the day: Towards a sustainable culture, by Geoff Lacey, Box Hill: Yarra Institute Press, 2011, 101 pages, paperback, ISBN 9780987146106.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 Schooling for sustainable development: A focus on Australia, New
           Zealand and the Oceanic region [Book Review]
    • Abstract: Collins, John
      Review(s) of: Schooling for sustainable development: A focus on Australia, New Zealand and the Oceanic region, edited by Margaret Robertson, Dordrecht: Springer, 2012, 221 pages, hardcover, ISBN 9789400728813.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 Rainforests [Book Review]
    • Abstract: Walter, Karoline
      Review(s) of: Rainforests, by Rhett A. Butler, Menlo Park, CA: Mongaby.com 2011, 85 pages, paperback, ISBN 9781463774578.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 Environment and food [Book Review]
    • Abstract: Morgan, John
      Review(s) of: Environment and food, by Colin Sage, Abingdon: Routledge, 2011, 320 pages, paperback, ISBN 9780415363129.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 Arab gateways: A resource kit for Australian students and
           teachers
    • Abstract: Ramsdale, John
      Review(s) of: Arab gateways: A resource kit for Australian students and teachers, by Susan Aykut, Kerrie Canty, Roger Canty, Julie Hamston, Yasmeen Faruqi, Janet King and Judy Mraz, Carlton South: Education Services Australia, 2011, 92 pages, paperback, DVD and website, ISBN 9781742001203.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 (Dis)entangling place
    • Abstract: Shimeld, Justin
      The term place features prominently in the Australian Curriculum, Assessment and Reporting Authority's (ACARA) Shape of the Australian Curriculum: Geography and, while the concept of place has been examined in numerous papers, what it means in the context of geographical education remains somewhat ambiguous. At the root of this ambiguity is the combination of physical and human academic Geography disciplines within the adoption of the single focus of place. This leads to potential contradictions in methodology, particularly where the modern/ postmodern debate is played out. This paper will draw attention to two features of the academic literature that allow for greater insights to be drawn into teaching practices. These are: Postmodern relativism and being in the world. The paper considers what these theories bring to a reading of place and what implications can be drawn for Geography teaching practice. The paper presents a brief philosophical investigation of these key issues and suggests a pragmatic response.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 Informed prescription and informed professionalism in
           geographical education
    • Abstract: Purnell, Ken; Muldoon, Nona
      With the introduction of the Australian Curriculum: Geography (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012) a new frontier in geographical education has arrived. It provides an opportunity to reinvigorate as well as expand geographical education in Australia across all year levels of schooling. We argue that having both informed prescription from the curriculum document, and informed professionalism by teachers is critical for quality geographical education. With this backdrop, we explore the guided inquiry approach as the fit-for-purpose pedagogy that enables students and teachers to develop specific geography knowledge and understanding, skills and dispositions.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 Towards a more inclusive curriculum: The perspectives of
           Aboriginal and Torres Strait islander peoples in geography curriculum
           documents
    • Abstract: Kleeman, Grant
      As the 'Australian Curriculum: Geography' nears finalisation, it is timely to reflect on the ways in which such documents accommodate the interests and aspirations of Aboriginal and Torres Strait Islander Peoples. The new curriculum is, in many ways, a triumph for inclusiveness. The perspectives of Indigenous Australians are well represented, both in terms of the curriculum's overall intent and the inclusion of Indigenous-specific content. This paper traces the 30-year campaign to incorporate an Indigenous perspective in Geography curriculum documents. This campaign originated in New South Wales in the 1980s and culminated in the approval of an inclusive Australian Geography curriculum in late 2012. In doing so, this paper builds on and contextualises an earlier article that examines the role of perspectivism in Geography curriculum documents (Kleeman, 2009).

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 A sense of place through interactive devices': Utilising the
           creative opportunities of GPS and GIS technologies to enhance student
           understanding of place
    • Abstract: Daws, Steve
      A sense of place reflects our belonging and connectedness to, and our care of, particular places that develops through the interactions and experiences that we share within those places. The advances of technology are often viewed as serving to break down our connectedness to the environment and an individual's sense of place. Yet with a renewed focus on the importance of place within geography curricula, this paper argues that the use of interactive devices may indeed bridge the space-place divide. Interactive devices such as GPS and GIS systems, and smartphones, can provide the user the opportunity to combine spatial data with imagery and the narratives of the human experiences associated with those places. By these means, interactive devices fulfil an important role as creative story-telling tools, providing rich collaborative opportunities for students to develop and share their unique outlooks, whilst developing a collective understanding of, and care for, particular places.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 Community, environment and teaching geography
    • Abstract: Danaher, Mike
      The teaching of Geography is in an exciting space at the moment with the discipline soon going national (Purnell, 2011). This paper explores how Geography teachers are able to facilitate learning about a number of concepts for geographical understanding by using a community-based approach. Using research about environmental implications for a sea change community, as well as a place experiencing growth because of the recent resources boom (Danaher, 2008), I show how particular geographical knowledge and understanding can be identified and taught in context. The community is Queensland's Capricorn Coast. The paper explores five of the major concepts in the draft Australian Curriculum: Geography (ACARA, 2012) in relation to the Capricorn Coast. These are: place, environment, interconnection, sustainability, and change. The paper concludes that teachers can develop in their students the ability to see the relationships within, and between, these five concepts by exploring how a particular community tries to meet present day challenges of maintaining livability and sense of place, while at the same time undergoing some significant growth pains.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 Chair of director's annual report 2012
    • Abstract: McInerney, Malcolm
      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 25 Geography's new frontier
    • Abstract: Purnell, Ken
      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 The river: A journey through the Murray-Darling Basin [Book
           Review]
    • Abstract: Walker, Andrew
      Review(s) of: The river: A journey through the Murray-Darling Basin, by Chris Hammer, Carlton: Melbourne University Press, 2010, 280 pages, paperback, ISBN 9780522857368.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 The big picture book of environments [Book Review]
    • Abstract: Cukier, Rochelle
      Review(s) of: The big picture book of environments, by John Long, Crows Nest: Allen and Unwin, 2008, 48 pages, hardback, ISBN 9781741754605.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Studying PGCE geography at M level [Book Review]
    • Abstract: Robertson, Margaret
      Review(s) of: Studying PGCE geography at M level, edited by Clare Brooks, London: Routledge, 2009, 182 pages, paperback, ISBN 9780415490740.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Scale [Book Review]
    • Abstract: McMeekin, Terry
      Review(s) of: Scale, by Andrew Herod, London: Routledge, 2011, 294 pages, paperback, ISBN 9780415349086.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Planet geography (6th ed) [Book Review]
    • Abstract: Parrott, Graeme
      Review(s) of: Planet geography (6th ed), by Stephen Codrington, Sydney: Solid Star Press, 2010, 680 pages, paperback, ISBN 9780980343656.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Geographical Research volume 49 number 3 August 2011. Special
           issue: Australian population debate [Book Review]
    • Abstract: Kippen, Rebecca
      Review(s) of: Geographical Research volume 49 number 3 August 2011. Special issue: Australian population debate, edited by Phillip O'Neill, Institute of Australian Geographers, 126 pages, ISSN 1745-5863.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 The economic geography of the UK [Book Review]
    • Abstract: England, Nicholas
      Review(s) of: The economic geography of the UK, edited by Neil Coe and Andrew Jones, London: Sage Publications, 2010, 264 pages, paperback, ISBN 9781849200905.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Dick Smith's population crisis: The dangers of unstainable
           growth for Australia [Book Review]
    • Abstract: McNicol, Catherine
      Review(s) of: Dick Smith's population crisis: The dangers of unstainable growth for Australia, by Dick Smith, Crows Nest: Allen and Unwin, 2011, 228 pages, paperback, ISBN 9781742376578.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Climate change and small island states: Power, knowledge and the
           South Pacific [Book Review]
    • Abstract: Jones, David
      Review(s) of: Climate change and small island states: Power, knowledge and the South Pacific, by Jon Barnett and John Campbell, London and Washington DC, Earthscan, 2010, 218 pages, hardback, ISBN 9781844074945.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Climate change in regional Australia: Social learning and
           adaptation [Book Review]
    • Abstract: Jones, David
      Review(s) of: Climate change in regional Australia: Social learning and adaptation, edited by John Martin, Maureen Rogers and Caroline Winter, Ballarat: Victorian Universities, Regional Research Network Press, 2009, 441 pages, paperback, ISBN 9781876851361.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Adelaide: Water of a city [Book Review]
    • Abstract: Calder, Margaret
      Review(s) of: Adelaide: Water of a city, Editor in Chief Christopher B Daniels, Kent Town: Wakefield Press, 2010, 578 pages, hardback, ISBN 9781862548619.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Exploring the role of imagination and narrative in geography
           teaching
    • Abstract: Wright, Philip
      In their call for a conceptual approach to teaching geography, Lambert and Morgan identify three zones of influence that feed educational encounters in the classroom and form the framework of active curriculum-making: student experiences, subject matter and pedagogy (2010, p. 50). Whilst the bulk of their book explores the relevance and potential for renewal of key geographical concepts (space, place, scale etc.) to help students make sense of the world as 'critical and creative knowledge-workers', this work also highlights important issues regarding the modern aims of geography teaching and the nature of subject knowledge. In particular, it illustrates how, in an age of sensitivity to the social construction and cultural positioning of knowledge, the role of imagination in teaching and learning geography remains marginalised and, I suggest, undervalued.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Exploring the content knowledge of experienced geography
           teachers
    • Abstract: Lane, Rod
      This paper explores the content knowledge of sixteen experienced teachers in an area of the Geography curriculum that has previously been investigated with students - tropical cyclone causes, patterns and processes. Data collected using a questionnaire, drawing task and semistructured interview enabled the analysis of the teachers' conceptual knowledge and depth of understanding. Three categories of conceptual knowledge were identified including: concepts already understood by the teachers; concepts where understanding developed throughout the interview; and concepts that were less regularly understood and resistant to change. The paper concludes with the implications of these findings for classroom practice and the development of Geography teachers' pedagogical content knowledge. Strategies for promoting the development of Geography teachers' substantive (content) knowledge are also explored.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Gender, memory, and geographic tasks
    • Abstract: Chumney, Frances; Zinser, Otto
      We hypothesised that men would do better than women on difficult tasks pertaining to the geography of the United States. Undergraduates from the southeastern United States (mostly white) comprised five groups (n=125-127 each). One group was instructed to list the 50 states and the 25 largest cities from memory; a second group additionally received an outline map of the United States as an aid; a third group labelled each of the states within their outlines on a map of the United States and labeled the 25 largest cities on a second map of the United States; a fourth group wrote the name of the states and cities on separated and randomly presented outlines of the states; and the fifth group performed a map reproduction task. Percent correctly identified was lower for the last three tasks and men did significantly better for states and cities on the map-labelling (context-present) and the fragmented states (context-absent) tasks. The results suggested that the men performed better on the two more challenging tasks, partly, presumably because they had learned the outlines of the United States better, independent of the context - the outlines of the surrounding states.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Inquiry in geography and science: Can it work'
    • Abstract: Purnell, Ken; Harrison, Allan
      The compulsory learning areas of geography and science in the Australian Curriculum have inquiry as a major pedagogical approach in learning and teaching. In this paper we argue that teacher-informed professionalism is critical in an inquiry to develop student knowledge and skills in geography and science. This includes the effective and efficient use of the steps in an inquiry and the 'Backward design process'. Assessment, teaching strategies and learning experiences are designed to achieve the goals of the inquiry from the outset. We conclude that professional teaching using guided inquiry maximises the learning gains of students, as it is highly brain compatible for students and their teachers.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 A geographically informed vision of skills development
    • Abstract: Hutchinson, Nick
      The forthcoming Australian Curriculum: Geography advocates the use of inquiry and skills. Skills-based learning has long been integral to Geography teaching and learning. There are a great number of considerations to think through with regard to skills-based approaches. There is a need to recognise where the teacher is coming from to inform the skills that they seek to develop with their students. Every working day, Geography teachers are faced with the unrelenting and difficult task of choosing what to teach and how to teach it: curriculum making. Both Geographic and generic skills-based teaching is affected by our geographical knowledge, pedagogical content knowledge and the experience-based geographical imaginations our students bring to our lessons. Undergirding both geographical and pedagogical content knowledge are philosophies, ideologies, and the contributions of learning theorists (which may now also include advances in neuroscience). Geography is a discipline founded on robust concepts therefore skills-based learning should aspire to assimilate these big ideas in students' existing knowledge structures. Contemporary educational research points to the skills-based strategies that have proved to be most effective in improving student learning. A geographically informed vision of skills development, advocated here, includes not only the techniques and tools that geographers use in a geographical inquiry but also a judicious choice of more generic skillsbased practices.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Evolution rather than extinction: The future of the geography
           textbook
    • Abstract: Kleeman, Grant
      Epitaphs for the Geography textbook appear somewhat premature. Those claiming that web-based content is rendering the traditional textbook obsolete fail to fully understand and/ or appreciate the increasingly diverse role that textbooks play in Geography classrooms. They also ignore the convergence taking place between traditional forms of publishing and the emerging information technologies. Drawing on the views and experiences of geographical educators, students, and those involved in publishing of Geography texts, this paper examines the role such texts play in contemporary educational contexts. Of particular interest is the changing nature of textbooks, especially the ways in which educational publishers seek to enhance their relevance and utility in a digital age. This paper argues that Geography textbooks remain educationally relevant and are now, more often than not, the centrepiece of an integrated curriculum resource package that includes a range of web-based features including digital versioning, embedded multimedia, links to supplementary Internet content/resources, and on-line learning community forums.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Introducing our AGTA Patron: Tim Costello
    • PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Chair of director's annual report 2011
    • Abstract: McInerney, Malcolm
      In 2011 AGTA's work has continued to be dominated with the development of the Australian Curriculum: Geography. The curriculum has reached the draft scope and sequence stage of development and all augurs well for the planned launch of the curriculum in September 2012. The imminent launch of the curriculum has meant that 2011 has been an exciting and unparalleled year for geographical education in Australia. October 2008 seems a long time ago when AGTA in collaboration with the Institute of Australian Geographers and the Royal Geographical Society of Queensland established the 'Towards a National Geography Curriculum in Australia' (TNGC) project as a pro-active initiative to prepare the stage for the development of the Australian Curriculum for geography. AGTA is confident, as the curriculum becomes a reality, that the time, money and personal investment involved with this initiative was well worthwhile and put us in a favourable position to ensure that the curriculum to be developed will be a 21st Century geography. It is worth noting at the beginning of this annual report that ACARA has comprehensively used our TNGC work to guide the process and that some of our members (AGTA Board Directors and AGTA affiliate members) have played a crucial and significant role in the development of the Curriculum for geography as members of the Australian Curriculum, Assessment and Reporting Authority (ACARA) Advisory bodies and writing panels. Whilst this work has created an increased workload and investment from AGTA and its officers, this report will show that we have also been able to maintain our regular activities to promote geographical education in Australia.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 24 Geography going national
    • Abstract: Purnell, Ken
      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 The Spatial Turn: Interdisciplinary Perspectives [Book Review]
    • Abstract: Holmes, John
      Review(s) of: The Spatial Turn: Interdisciplinary Perspectives, edited by Barney Warf and Santa Arias, London: Routledge, 2008, 232 Pages, hbk., ISBN 9780415775731.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Teaching Primary Geography [Book Review]
    • Abstract: Tambyah, Mallihai
      Review(s) of: Teaching Primary Geography, by Simon Catling and Tessa Willy, Exeter: Learning Matters, 2009, 210 Pages, pbk., ISBN 9781844451920.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Oxford Big Ideas Geography Level 6 [Book Review]
    • Abstract: Puszka, Suzy
      Review(s) of: Oxford Big Ideas Geography Level 6, by Mark Easton, Marianne Ward, John Ramsdale and Kirsty Leahy, South Melbourne: Oxford University Press, 2010, 278 Pages, pbk., ISBN 9780195566314.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Murray River Country: An Ecological Dialogue with Traditional
           Owners [Book Review]
    • Abstract: Lacey, Geoff
      Review(s) of: Murray River Country: An Ecological Dialogue with Traditional Owners, by Jessica K Weir, Canberra: Aboriginal Studies Press, 2009, 175 Pages, pbk., ISBN 9780855756789.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Global Perspectives in the Geography Curriculum: Reviewing the
           Moral Case for Geography [Book Review]
    • Abstract: Kerski, Joseph
      Review(s) of: Global Perspectives in the Geography Curriculum: Reviewing the Moral Case for Geography, by Alex Standish, London: Routledge, 2008, 209 Pages, pbk., ISBN 9780415475495.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Dry Times: Blueprint for a Red Land [Book Review]
    • Abstract: Sharp, Jane
      Review(s) of: Dry Times: Blueprint for a Red Land, by Mark Stafford Smith and Julian Cribb, Collingwood: CSIRO Publishing, 2009, 176 Pages, pbk., ISBN 9780643095274.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Deserts: A Very Short Introduction [Book Review]
    • Abstract: Sharp, Jane
      Review(s) of: Deserts: A Very Short Introduction, by Nick Middleton, Oxford: Oxford University Press, 2009, 133 Pages, pbk., ISBN 9780199564309.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Climate Change on for Young and Old [Book Review]
    • Abstract: Sutton, Wayne
      Review(s) of: Climate Change on for Young and Old, edited by Helen Sykes, Albert Park: Future Leaders, 2009, 197 Pages, pbk., ISBN 9780980332032.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Climate Change and Variation: a Primer for Teachers, Volume 1 ;
           Climate Change and Variation: Lesson Plans, Data Sets, and Activities,
           Volume 2 [Book Review]
    • Abstract: Kerski, Joseph
      Review(s) of: Climate Change and Variation: a Primer for Teachers, Volume 1, Edited by William A Dando, Washington DC: National Council for Geographic Education, 2007, 222 Pages, pbk., ISBN 9781427628015. Review(s) of: Climate Change and Variation: Lesson Plans, Data Sets, and Activities, Volume 2, by William A Dando, Mary Snow, Richard Snow, Melissa Martin and Kathleen Kozenski, Washington DC: National Council for Geographic Education, 2007, 156 Pages, ISBN 9780981832432.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Civilising Globalisation: Human Rights and the Global Economy
           [Book Review]
    • Abstract: Bliss, Susan
      Review(s) of: Civilising Globalisation: Human Rights and the Global Economy, by David Kinley, Port Melbourne: Cambridge University Press, 2009, 256 Pages, pbk., ISBN 9870521716246.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 The Geography of HIV/AIDS - a South African Simulation Game
    • Abstract: van der Merwe, Clinton D; Aub, Adrienne Rivera
      Education, in the New Millennium, is about empowering our leaders of tomorrow - today! Social Sciences (SS) has much to offer in the learning process of our learners, as it is one learning area that is particularly suited for Outcomes Based Education (OBE). SS, and Geography in particular, lends itself to empowering young learners by protecting them from possible HIV infection in providing them with knowledge about the virus. Population Geography is a case in point - the processes whereby diseases are diffused across geographical boundaries over time (being the most notable), although the factors of age and sex structure, dependency ratios, and the broader socioeconomic impacts of the HIV/AIDS disaster are significant and will affect globalisation. HIV/AIDS is thus not a discriminatory disease of choice and impacts people's lives in every sphere - be it social, economic, or even political, as governments all around the world struggle to deal with this pandemic.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Misconceptions in Geography
    • Abstract: Ozturk, Mustafa; Alkis, Secil
      The number of studies focusing on students' and teachers' understandings of scientific concepts has grown significantly during the last past three decades. Even if many studies have been carried out to investigate misconceptions about several science topics, relatively fewer studies have been done to determine geographical understanding and misconceptions. Since Geography, as it is usually considered, acts as a bridge between natural and social sciences, it borrows many concepts from both natural and social sciences as well as having its own concepts. So learning Geography means learning many concepts. In this paper, we examine the significance of geographic concepts and the reasons for misconception in Geography.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Teachers' Perceptions of Obstacles to the Implementation of
           Geography Education Standards in Egypt
    • Abstract: Saleh, Edrees S
      The aim of the present study was to investigate teachers' perceptions of obstacles to implement Geography education standards in Egypt. The researcher developed a questionnaire that services this purposes and then administered it to sample of 108 Geography teachers in Egypt. The questionnaire tapped six categories of obstacles to implement Geography education standards in Egypt: teachers, curriculum, students, school administration, community participation, and education guidance and supervision. The results of the study showed that teachers differ significantly in their rating of these obstacles (from most important to least): curriculum, teachers, schools administration, students, community participation, and supervision. Teachers' ratings of these obstacles did not differ significantly by school location, school type, academic qualifications, or number of years of experience. Implications of these findings for implementing Geography education standards in Egypt were discussed.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Geography Teaching: Sharing the Expertise
    • Abstract: Purnell, Ken
      Geography will be a compulsory school subject in Australian schools in the near future. The national curriculum in Geography is scheduled for release in September 2011. Many teachers in Australia will soon be teaching Geography as a subject for the first time. Supporting teachers to develop expertise in teaching Geography will require professional learning opportunities associated with specific discipline knowledge and pedagogical practices such as Geographical inquiry and fieldwork. This paper identifies ways of sharing expertise in Geography teaching that include use of the Australian 'GEOGstandards' resources to inform professional learning, Geography professional association activities, and professional substantive conversations about experiences in teaching of Geography.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Developing Geography Standards: Articulating the Complexity of
           Accomplished Geography Teaching
    • Abstract: Hutchinson, Nick; Kriewaldt, Jeanna
      This paper reports on an analysis of the elements of Geography teaching drawing on classroom and focus group data which lead to the development of Professional Standards for Accomplished Teaching of School Geography. The research suggests that Geography education is a defined and unique area which also shares some elements with teaching in general. Standards are not simply viewed as written representations but also reside in other artefacts including video clips of practice. Analysis of these can hold up to view more complex understandings of the work of accomplished Geography teaching. Standards for accomplished Geography teaching will strengthen Geography's position in the emerging Australian curriculum. Attention to a curriculum that works in professional practice and aspires to encourage teachers to experiment systematically with and evaluate their practices (National Curriculum Board, 2008) will inevitably be underpinned by attention to standards (Ingvarson and Kleinhenz, 2006).

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Implications of 21st Century Change and the Geography Curriculum
    • Abstract: McInerney, Malcolm
      The article attempts to clarify what a 21st Century curriculum for the Geography classroom could look like. To do so it was necessary to identify the ways that the 21st Century is different to the 20th Century in terms of global perspective, environment, society, culture, technology and the nature of change itself. If indeed the 21st Century world is different and the change is discernible then there are significant implications for the learner, classroom, pedagogy and curriculum to meet the challenge of preparing a young person for the 21st Century. This article synthesises the writings on the topic and suggests geographers in Australia view the ACARA Australian Curriculum: Geography through the 21st Century lens. In doing so, Geography teachers need to ask; Does the proposed curriculum reflect the required 21st Century skills and understandings and will it adequately provide the framework and opportunities for teachers to employ 21st Century pedagogies in their classroom' Hopefully the clarification of 21st Century pedagogy, skills and understandings will be a useful adjunct to the development of an Australian Curriculum for Geography which is of world standard and meets the needs of young people in the 21st Century.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 What Does Geography Contribute to the Education of Young
           Australians'
    • Abstract: Maude, Alaric
      Geographers investigate and interpret the places that make up our world. In this investigation geographers use three complementary analytical perspectives: place, environment and space. Geography's distinct contribution to the school curriculum is that it teaches students essential knowledge about the world and their own place, contributes to their personal development, equips them with a unique range of specialised skills, develops a specifically geographical way of understanding, and examines important questions and issues that are essential for informed citizenship. Without Geography in the curriculum there would be some major gaps in the knowledge, capabilities and understandings of Australian students. This article has been written to help Geography teachers explain their subject and promote its place in the school curriculum. It presents a series of statements in italics below, most of which are followed by comments and explanations. It briefly describes Geography and then identifies the specific ways in which the discipline contributes to the education of young Australians. It focuses mostly on the unique rather than the generic contributions of Geography - on what the discipline adds to the education of young people that other subjects do not, or do not to the same extent. It is designed to be compatible with Australian Curriculum, and Assessment Reporting Authority's (ACARA) Shape of the Australian Curriculum: Geography (www.acara.edu.au), for which I was the lead writer, and it assumes a study of Geography to at least the end of Year 10. The issues that it identifies are those of relevance to Australians, and some will be different in other countries. For other reviews of the distinctiveness of a Geographical education see Balderstone, 2006, Chapter 1; Berry and Smith, 2009; Catling and Willy, 2009, Chapter 2; and Lambert and Morgan, 2010, Chapter 4. The views of a group of Australian students are wonderfully captured in West, 2003.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Geography in Tasmania - Now and in Three Years
    • Abstract: Sutton, Wayne
      The key aspects and features of one strand of geography taught in Tasmania - Interactions with the Environment are discussed. The impact that the introduction of the National Curriculum for Geography in 2012 is expected to have is highlighted.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Chartered Geographer (Teacher) - Recognising Outstanding
           Geography Teaching
    • Abstract: Wheeler, Clair
      The key aspects and features of Chartered Geographer (Teacher) , s strand of the Chartered Geographer accreditation recognizing outstanding geography teaching are discussed. The wide variety of benefits that becoming a Chartered Geographer (Teacher) offers are highlighted.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 The Geography Standards Project: Professional Standards for
           Teaching School Geography
    • Abstract: Kriewaldt, Jeanna
      The key aspects and features of the Geography Standards Project identifying Professional Standards for Teaching School Geography are discussed. The project was an initiative of the University of Melbourne.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Chair of Director's Annual Report 2010
    • Abstract: McInerney, Malcolm
      The key aspects and features of AGTA Limited's Chair of Director's Annual Report 2010 are discussed. The main AGTA initiatives and happenings of how the AGTA is advancing the teaching of Geography in Australia is highlighted.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 23 Geography: Australia's New National Curriculum and Professional
           Standards
    • Abstract: Purnell, Ken
      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Revolutions in Development Inquiry [Book Review]
    • Abstract: Connell, John
      Review(s) of: Revolutions in Development Inquiry, by Robert Chambers, London and Sterling, VA: Earthscan, 2008, 232 pages, hbk., ISBN 9781844076246.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 The Coast of Australia [Book Review]
    • Abstract: Kerr, Stuart
      Review(s) of: The Coast of Australia, by Andrew D Short and Colin D Woodroffe, Port Melbourne: Cambridge University Press, 2009, 288 pages, hbk., ISBN 9780521873987.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 The Burning Season
    • Abstract: Molloy, Peter; Leech, Jo
      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 The Australian Physical Environment [Book Review]
    • Abstract: Esler, Doug
      Review(s) of: The Australian Physical Environment, by Howard Bridgman, Deidre Dragovich and John Dodson, South Melbourne: Oxford University Press, 2008, 438 pages, pbk., ISBN 9780195541090.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Making Sense of Place: Exploring Concepts and Expressions of
           Place through Different Senses and Lenses [Book Review]
    • Abstract: Stringer, Bill
      Review(s) of: Making Sense of Place: Exploring Concepts and Expressions of Place through Different Senses and Lenses, edited by Frank Vanclay, Matthew Higgins and Adam Blackshaw, Canberra: National Museum of Australia Press, 2008, 331 pages of text and DVD of interviews, pbk., ISBN 9781876944513.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Keys to Fieldwork: Essential Skills and Tools [Book Review]
    • Abstract: Meyenn, Cathie
      Review(s) of: Keys to Fieldwork: Essential Skills and Tools, edited by Grant Kleeman, South Yarra: Macmillan Education Australia, 2008, 142 pages, pbk., ISBN 9781420224733.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Griffith Taylor: Visionary, Environmentalist, Explorer [Book
           Review]
    • Abstract: Collins, John
      Review(s) of: Griffith Taylor: Visionary, Environmentalist, Explorer, by Carolyn Strange and Alison Bashford, Canberra: National Library of Australia, 2008, 283 pages, pbk., ISBN 9780642276681.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Climate Change: the Science, Impacts and Solutions [Book Review]
    • Abstract: James, David
      Review(s) of: Climate Change: the Science, Impacts and Solutions, by A Barrie Pittock, Collingwood: CSIRO Press, 2009, 350 pages, pbk., ISBN 9780643094840. Includes references.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Book Reviews [Book Review]
    • Abstract: Muir, Suzanne
      Review(s) of: Map Parts, by Kate Torpie, ISBN 9780778742739. Review(s) of: Map Types, by Ann Becker, ISBN 9780778742746. Review(s) of: Reading Maps, by Kate Torpie, ISBN 9780778742753. Review(s) of: Drawing Maps, by Kate Torpie, ISBN 9780778742722.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Assessment of Geographical Fieldwork in a Public Examination:
           Rationale, Problems and Prospects
    • Abstract: Yeung, Stephen Pui-Ming
      The conduct of fieldwork and preparation of a written report for school-based assessment will become compulsory in the upcoming Hong Kong Diploma of Secondary Education examination in Geography from 2014 onwards. It is hoped that students will in due course become more independent and inquiry-oriented learners and that the validity of assessment can be enhanced by grading against prescribed criteria. The types of fieldwork commonly used in teaching the subject, their merits and shortcomings, and the adequacy of the assessment measures for the achievement of intended objectives, are analysed first in this light. Implementation problems are examined next together with suggestions for improving the assessment and learning process. Noting the value of assessing student performance in fieldwork and developing effective criteria for this purpose, the conclusion is that a global approach of enhancing teacher reconceptualisation of teaching and learning and student participation in decision-making should be adopted if this major curriculum change is to succeed as planned. The use of school-based assessments (SBA) in public examinations is an increasingly popular development worldwide. The Diploma Programme examination of the International Baccalaureate Organisation (2004) for instance has been allocating 20% to 50% of the marks to SBA in all subjects since 1968. External examinations in Australia are widely accompanied by teacher assessments; in Queensland and the Australian Capital Territory they have even been completely replaced by SBA (Baumgart and Low, 1990). In England and Wales, SBA, under the name of teacher assessment was introduced to the General Certificate of Secondary Education examination (Gipps and Stobart, 1997) which was first implemented in 1986. Hong Kong, a former British colony returned to Chinese sovereignty in 1997, is following these examples by incorporating SBA into all subjects (except Mathematics) in the new Diploma of Secondary Education (DSE) examination, which is to be taken by students from 2012 onwards after three years of junior secondary and three years of New Senior Secondary (NSS) studies, replacing the long-established five-year secondary and two-year Advanced Level system. The express purpose is to enhance the validity and reliability of assessment and redress the problems brought by the concentration of public examination papers on the more measurable and concrete cognitive objectives of academic subjects at the expense of authentic abilities and other less tangible learning outcomes (Education and Manpower Bureau, 2005). School-based assessments for DSE Geography, to be compulsory from 2014, will be based entirely on the reports completed by students after conducting their own independent field inquiry. A teacher survey (Hong Kong Geographical Association, 2004) and the related consultations revealed concerns about the fairness, manageability and impact of the arrangements. This paper attempts to examine the nature of fieldwork inquiry and its usefulness as SBA. Problems are discussed in view of teacher concerns, and improvements are suggested for assessment changes so that students can benefit from their inquiries.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Articulating the Pedagogical Content Knowledge of Accomplished
           Geography Teachers
    • Abstract: Lane, Rod
      This paper reports an analysis of the pedagogical content knowledge (PCK) of two experienced teachers; it examines how this knowledge is used to inform classroom practice and how it might assist in the process of the development of the accomplished standard for Geography teaching. These detailed case studies of the teachers examine their beliefs and practices as they teach a unit on tropical cyclones to Year 9/10 students. The studies highlight differences in the teachers' content knowledge and their pedagogical understandings and contrast their approaches to investigating and assessing students' preconceptions. These case studies suggest that a willingness to allow students' expression of na ve theories in class, and a teacher's confidence and awareness to use common preconceptions to shape teaching and learning may assist students' educational development and their deep understanding of key geographical concepts. Recommendations are presented that have implications for the setting of the accomplished standard for Geography teaching.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Improving Understanding of Accomplished Teaching in School
           Geography through an Examination of Learners' Perspectives
    • Abstract: Kriewaldt, Jeanna; Hutchinson, Nick
      Important insights for improving teaching (Rudduck, McIntyre, and ESRC Teaching and Learning Programme, 2007) are available by attending to the perspectives of students (Flutter, 2007) as they can give coherent views about their learning. Using a qualitative approach, the perspectives of students, (Groundwater-Smith, 2005) are analysed to canvas their views of accomplished geography teaching. Thirty-seven students ranging from Year 7 to Year 12 in eight schools in three Australian states were interviewed using post lesson video-stimulated recall. Interview data were open coded allowing the categories to emerge. This study found that several features emerged which positively influence student learning. These were interactive teaching, contextualising learning to develop students' geographical imagination, inclusion of collaborative learning in geography, and using classroom space/spatiality effectively.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Through the Eyes of Others: The Role of Curriculum Perspectives
           in Australian School Geography
    • Abstract: Kleeman, Grant
      Back in the early 1990s, these were just a few of the newspaper headlines that accompanied the debate surrounding the mandating of selected curriculum perspectives in the NSW Geography Years 7-10 Syllabus. With the benefit of hindsight, the perspectives controversy can be viewed as an early skirmish in Australia's education culture wars - the struggle to define what and how students learn. Fast-forward to the end of the first decade of the 21st Century and perspectivism has become mainstream - having been embraced as a legitimate and pedagogically influential element of syllabus documents. This article traces the emergence of perspectivism in the Australian curriculum context, especially as it relates to the study of Geography in schools. In doing so, it aims to inform future curriculum development processes, especially those associated with the National Curriculum project.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Literature Review - for the National Geography Curriculum
    • Abstract: Sorensen, Lucie
      The key issues in shaping an Australian Curriculum: Geography through an environmental scan of how established figures and organizations in the discipline identify and explain these matters are discussed. The processes of living geography and building learning communities are where the national priorities are naturalized in the geography curriculum.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 National Geography Curriculum: An Unprecedented Opportunity for
           Geography
    • Abstract: McInerney, Malcolm
      The developments that are responsible for the inclusion of geography in the national curriculum and preliminary work by the geographical community are discussed. The work to implement the national geography curriculum into Australian schools from January 2012 by the Australian Curriculum Assessment and Reporting Authority (ACAR)A is well underway.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Chair of Director's Annual Report 2009
    • Abstract: McInerney, Malcolm
      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Vale Professor Michael Williams
    • PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Geography Teaching Standards and the Development of Teacher
           Expertise
    • Abstract: Purnell, Ken
      The key aspects and features of Geography Teaching Standards and their implications are discussed. The Standards themselves may need to be updated every now and then to remain relevant and purposeful.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 22 Exemplary Teaching in the Forthcoming National Geography
           Curriculum
    • Abstract: Hutchinson, Nick
      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 You Can Save the Planet: A Day in the Life of Your Carbon
           Footprint [Book Review]
    • Abstract: Chatain, Alexandra
      Review(s) of: You Can Save the Planet: A Day in the Life of Your Carbon Footprint, by Rich Hough, London: A and C Black, Publishers, 2007, 176 pages, pbk, ISBN 9780713686883.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Transport Revolutions: Moving People and Freight without Oil
           [Book Review]
    • Abstract: McNaughton, Catherine
      Review(s) of: Transport Revolutions: Moving People and Freight without Oil, by Richard Gilbert and Anthony Perl, London: Earthscan, 2008, 351 pages, hbk, ISBN 9781844072484.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Thirsty Country: Options for Australia [Book Review]
    • Abstract: Calder, Margaret
      Review(s) of: Thirsty Country: Options for Australia, by Asa Wahlquist, Crows Nest: Jacana Books, 2008, 216 pages, pbk, ISBN 0781741754841.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 The Weather Watchers: 100 Years of the Bureau of Meteorology
           [Book Review]
    • Abstract: Brown, Jenny
      Review(s) of: The Weather Watchers: 100 Years of the Bureau of Meteorology, by David Day, Carlton: Melbourne, University Publishing in Conjunction with the Bureau of Meteorology, 2007, 530 pages, hbk, ISBN 9780522852752.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 The Ghost Map: A Street, a City, an Epidemic and the Hidden
           Power of Urban Networks [Book Review]
    • Abstract: Ramsdale, John
      Review(s) of: The Ghost Map: A Street, a City, An Epidemic and the Hidden Power of Urban Networks, by Steven Johnson, London: Penguin, 2008, 299 pages, pbk, ISBN 9780141029368.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Teaching about Other Countries: A Teaching Model for Primary and
           Middle School Teachers [Book Review]
    • Abstract: Harper, Gary
      Review(s) of: Teaching About Other Countries: A Teaching Model for Primary and Middle School Teachers, by Mark Wildy and Francine Smith, Adelaide: Global Education Centre (SA) Inc, 2007, 63 pages, pbk, ISBN 9780958103510.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Sustainable Futures: Teaching and Learning - a Case Study
           Approach [Book Review]
    • Abstract: Rugendyke, Barbara
      Review(s) of: Sustainable Futures: Teaching and Learning - a Case Study Approach, edited by Margaret Robertson, Camberwell: ACER Press, 2007, 238 pages, pbk, ISBN 9780864314383.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Skills in Global Geography [Book Review]
    • Abstract: Bainbridge, Kerry
      Review(s) of: Skills in Global Geography, by Grant Kleeman, Williamstown: Cambridge, University Press, 2007, 92 pages, pbk, ISBN 9780521692687.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Senior Geography for Queensland 1 (2nd Ed.) [Book Review]
    • Abstract: Grant, Veronica; Fitzpatrick, Claire
      Review(s) of: Senior Geography for Queensland 1 (2nd Ed.), by Bill Dodd, Iain Meyer, Phil O'Brien and Mick Law, Milton: John Wiley and Sons, Australia, 232 pages, pbk, ISBN 9780731405923.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Schoolyard-enhanced Learning: Using the Outdoors as an
           Instructional Tool, K-8 [Book Review]
    • Abstract: Cutts, Bronwyn
      Review(s) of: Schoolyard-Enhanced Learning: Using the Outdoors as An Instructional Tool, K-8, by Herbert W. Boda, Portland ME, Stenhouse, Publishing, 2007, 152 pages, pbk, ISBN 9781571107299.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Phillip's Australian School Atlas [Book Review]
    • Abstract: Paterson, Geoffrey
      Review(s) of: Phillip's Australian School Atlas, by London: Octopus Publishing Group, 2007, 216 pages, pbk, ISBN 9780540091539.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Pearson Primary Atlas [Book Review]
    • Abstract: Canny, Margaret
      Review(s) of: Pearson Primary Atlas, by Melbourne: Pearson Education, Australia, 2007, 143 pages, pbk, ISBN 9780733988837.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Nature's Benefits in Kenya: An Atlas of Ecosystems and Human
           Well-being [Book Review]
    • Abstract: Wallis, Rob
      Review(s) of: Nature's Benefits in Kenya: An Atlas of Ecosystems and Human Well-Being, by Washington DC and Nairobi: World Resources, Institute, 2007, 148 pages, pbk, ISBN 9781569736425.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Jacaranda Primary Atlas: Teacher Resource Kit (3rd Ed.);
           Jacaranda Primary Atlas (3rd Ed.) [Book Review]
    • Abstract: Canny, Margaret
      Review(s) of: Jacaranda Primary Atlas: Teacher Resource Kit (3rd Ed.), by Milton: John Wiley and Sons, 2008, ISBN 978073140718. Review(s) of: Jacaranda Primary Atlas (3rd Ed.), Milton: John Wiley and Sons, 2008, 231 pages, pbk, ISBN 9780731407118.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Hanging by a Thread: Cotton Globalization and Poverty in Africa
           [Book Review]
    • Abstract: Lahtinen, Shirley
      Review(s) of: Hanging by a Thread: Cotton Globalization and Poverty in Africa, edited by William G. Moseley and Leslie C. Gray, Athens OH: Ohio University Press, 2008, 297 pages, pbk, ISBN 9780896802605.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Digital Geography: Geospatial Technologies in the Social Studies
           Classroom [Book Review]
    • Abstract: Kinniburgh, John C
      Review(s) of: Digital Geography: Geospatial Technologies in the Social Studies Classroom, edited by A. J. Milson and M. Alibrandi, Charlotte NC: Information Age, Publishing, 2008, 314 pages, pbk, ISBN 9781593116729. Includes references.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Captain Cook: Obsession and Discovery [Book Review]
    • Abstract: Campbell, Jenny
      Review(s) of: Captain Cook: Obsession and Discovery, by Victoria Collingridge, Sydney: Film Australia, 2007, 4x55 minutes DVD.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Africa: Atlas of Our Changing Environment [Book Review]
    • Abstract: Smargiassi, Franco
      Review(s) of: Africa: Atlas of Our Changing Environment, by Nairobi: United National Education Programme, 2008, 290 pages, ISBN 9789280729016.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 A Lighter Footprint: A Practical Guide to Minimising Your Impact
           on the Planet [Book Review]
    • Abstract: Stanley, Alison
      Review(s) of: A Lighter Footprint: A Practical Guide to Minimising Your Impact on the Planet, by Angela Crocombe, Carlton North: Scribe Publications, 2007, 236 pages, pbk, ISBN 9781921215599.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Students' Alternative Conceptions in Geography
    • Abstract: Lane, Rod
      Within the contexts of learning and teaching there is a substantial (and growing) body of research indicating that students often bring to class a range of 'alternative frameworks' and 'na ve theories' (constructed from their prior experiences) that are inconsistent with currently accepted 'expert views'. While there is a significant body of work related to students' conceptions in some subject domains (namely Physics), there has been little research undertaken on the relationship between teacher awareness of student conceptions and effective pedagogy in Geography. The National Curriculum debate in Australia provides geographers with a unique opportunity to consider the role of students' preconceptions in the development of conceptual understanding in Geography and the implications of this for its pedagogy. This paper argues that an understanding of students' common preconceptions regarding core geographical concepts is a central component of a teacher's pedagogical content knowledge and that this knowledge is essential for the development of pedagogies that promote conceptual change and deep understanding in this domain. The paper provides a review of the literature concerning the nature and development of students' pre-instructional ideas and foreshadows an agenda for future research that will enhance our understanding of the relationship between student preconceptions and classroom practice in Geography. The term 'storm surge' refers to a sudden burst in storm activity which creates problems in the supply of electricity. Cyclones are a common cause of tsunamis. Heat from car exhausts is responsible for the Greenhouse Effect. Cold temperatures are the main cause of strong winds. Given the current debate surrounding the development of a National Curriculum for Geography, and the Deputy Prime Minister's recent announcement (Ferrari, 2008) that the National Curriculum design process needs to be informed by 'research' to determine 'the best possible methods of teaching', it is timely that we examine the research on evidence-based pedagogical approaches in Geography, especially as they relate to the development of student conceptual understandings. The works cited in this paper provide a succinct summary of earlier reported research.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Becoming Spatially Literate: What Makes Geography Geography'
    • Abstract: McInerney, Malcolm
      The need for spatial thinking and literacy in enhancing a geographer's approach to learning is emphasised. The role of spatial technology in understanding, appreciating and teaching geographical facts to students from a spatial perspective as opposed to a scientific perspective is discussed.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 An Investigation of the Impediments to Using Geographical
           Information Systems to Enhance Teaching and Learning in Mandatory Stage 5
           Geography in New South Wales
    • Abstract: Kinniburgh, John C
      Internationally, there has been growing support for the use of Geographic Information Systems (GIS) as a means of enhancing the quality of learning and teaching in Geographical education. Within the Australian secondary school context the adoption of GIS has not been widespread, with the notable exceptions of South Australia and Queensland. The international literature highlights numerous impediments to the implementation of GIS including its complexity; lack of support in schools; shortage of curriculum resources; and limited professional opportunities for teachers. The principal focus of this study is the impediments to using GIS to enhance learning and teaching in mandatory Stage 5 Geography in New South Wales. A key finding of the study is the impact that the School Certificate examination in Australian Geography has on the willingness of teachers to embrace the use of GIS. The examination, with its narrow focus on the factual recall of prescribed content, discourages teachers from integrating GIS into their classroom practice. This finding is unique and distinguishes this research from the results of previous studies.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Geography Breathes Again! Can Pragmatism Energise the
           Discipline'
    • Abstract: Robertson, Margaret E
      This article provides comment on opportunities for curriculum renewal provided for geographical education under the terms of the current Rudd Government's Education Revolution and developments associated with National Curriculum recommendations. Spatial concepts are core business for Geography. They provide a unique perspective on the world around us and enjoy new found significance in the debates related to visual literacies. Children embrace spatial-visual representation as part of their cognitive development. New technologies including digital mapping contribute to the power of children to find expression for their special places and voice their concerns for environmental issues. Developing skills with global positioning systems combined with Google Earth and local maps is an effective starting point. A case study in one regional Victorian primary school highlights educational, social and community benefits that can flow from learning partnerships with children and their worlds. The Federal government's Education Revolution and Nation Building rhetoric provides rich opportunities for 'old' disciplines. The place of Geography in the new National Curriculum is assured - provided the curriculum writers seize the initiative with innovative and creative practice. The historians have managed this elevation of status in the national agenda. So too can geographers. The lifeline was tossed from the previous Federal Minister the Honourable Julie Bishop with the commissioned study into the decline of geography in schools; Years 3-10 (DEEWR, 2008) and the development of recommendations for the national curriculum statement currently under way are an affirmation of goodwill. It is no secret that the best outcomes for public policy come from players who can use the official documents in applied and measurable ways (Rawling, 2003). As a discipline, in my view, we have not traditionally managed to take the signals and publicly manage them to great effect (Robertson, 2007a). The 'railway gauge' (Reid, 2005) mentality of separate states' curriculums has resulted in mixed fortunes for geography. Added to these divisions, their more recent various iterations of Essential Learnings and generic curriculum frameworks have tended to submerge the traditional disciplines including geography within localised school-based responses aimed at similarly broad learning outcomes. Unless linked with normative statewide assessment such as at upper secondary school, wide variations in outcomes are inevitable. These are not easily analysed for success with discipline specific competence. Arguably, there is need for leadership from within the discipline aimed much more at the public arena. Influential voices in policy need to hear from the discipline experts to know how to guide the knowledge revolution and Australia's future economy and social needs. As devotees of the discipline we know so well this translates to a call for public action. However, before entering this arena of public debate surrounding the new National Curriculum we need to be well armed with knowledge and understanding of both the theoretical or conceptual underpinnings of the architecture shaping the current educational debates. Knowing these we can then take the fundamental concepts of the discipline and help teachers, learners and the policy people to understand the relevance and importance of the discipline. This article attempts to link the rhetoric of the new Education Revolution with key concepts in Geography and then illustrate the application in a current case study of digital mapping techniques in middle primary school.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Geography Takes Centre Stage: Australia's New National
           Curriculum
    • Abstract: Purnell, Ken; Hutchinson, Nick
      Geographical knowledge and skills are fundamental to everyone's life. Geography is not a compulsory subject in Australian schools at present. However, Federal and State governments in Australia have recently agreed to have a national curriculum for schools from Kindergarten to Year 12 (K-12) for the first time. The national curriculum is to commence roll out in 2011. Geography will be a compulsory subject from K-12 and this has major implications for learning and teaching in schools. We argue that sophisticated use of Information Communication Technologies (ICTs) will be a key to the future of quality geographical education as this new era unfolds.

      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Chair of Director's Annual Report 2008
    • Abstract: McInerney, Malcolm
      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
  • Volume 21 Geography - Fundamental to Our Lives
    • Abstract: Purnell, Ken
      PubDate: Wed, 22 Nov 2017 11:35:27 GMT
       
 
 
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