MasterClass in Geography Education : Transforming Teaching and Learning.

Cover -- Halftitle -- Series -- Title -- Copyright -- Contents -- List of Figures and Tables -- Notes on Contributors -- Series Editor's Foreword -- Part I Contextualizing -- 1 Introduction -- The rationale for MasterClass in Geography Education -- Starting points -- Working at M level -- Structure and content -- Conclusions -- 2 Research in Geography Education -- Some initial distinctions and setting the scene -- An overview of geography education: what counts as 'research' and where do we start? -- Demarcating a 'field' of GER -- Some 'ways in' to GER priorities -- Conclusions -- 3 Research and Professional Practice -- What is meant by professional practice? -- Geography teachers' professional knowledge -- Problems with research as part of professional practice -- Geography education research -- What's wrong with 'what works'? -- Reading research -- Do our definitions exist? -- The value of teachers acting as researchers -- What are the implications of this argument? -- Discussion to Part I -- The political and cultural context -- Teacher as researcher -- Geography education research -- Conclusions -- Part II Constructing -- 4 Constructing Geographical Knowledge -- Debates about knowledge -- The influence of constructivism -- A realist perspective on knowledge -- The importance of the epistemic -- Disciplinary constraint -- Conclusions -- 5 Constructing the Geography Curriculum -- The Geography National Curriculum -- The 1995 GNC6 -- The 1999 GNC -- The 2008 GNC -- The 2014 GNC -- Conclusions -- 6 What Is the Role of Theory? -- The status and place of theory in educational research -- Types of theory -- 'Grand', Empirical, Interpretivist and Critical Theories -- New kid on the block? The rise of complexity theory -- Theory in geography education -- Conclusions -- Discussion to Part II -- Constructing geographical knowledge.

Constructing the geography curriculum -- What is the role of theory? -- Conclusions -- Part III Researching -- 7 Approaches to Research in Geography Education -- Why is this change being introduced now? (What's the context?) -- Does academic performance, gender or ethnicity influence subject choice? (Is there a relationship between variables?) -- Why do students choose to study geography at GCSE? (What's happening here?) -- Conclusions -- 8 Writing a Research Proposal -- What makes a good research proposal? -- Where do I begin? -- The importance of context -- Philosophical and theoretical considerations -- Arriving at research questions -- Fitness for purpose of research design -- Research methods -- Data collection and analysis -- 9 Ethical Considerations -- The research ethics context -- Research integrity -- Informed consent -- Privacy and confidentiality -- Special considerations concerning research with children -- After data collection -- Conclusions -- Discussion to Part III -- Part IV Producing -- 10 Getting Underway with Your Research -- Full-time or part-time -- Preliminaries -- Where you start: Motivation and focus -- Initiating your research journey -- Working with your supervisor -- Developing your 'working rhythm' -- Access, ethics and keeping colleagues informed -- Being thoughtful and realistic about your research -- The pleasures of being underway -- Conclusions -- 11 Doing Your Research Project -- The project in practice: Ensuring a consistent approach -- Reviewing literature: Locating your work in the research landscape -- Data collection: Finding out -- Data analysis: Sorting out -- Communicating findings: Creating a story -- 12 Striving for a Conclusion -- Case study: Ross Martin -- The pitfalls and practicalities of writing up -- Techniques and regimes for writing up -- Effective use of the dissertation supervisor.

Producing work on time and to the correct standards -- Approaches to completing assignments (at PGDipEd level) and dissertations (at Masters level) -- The next 'chapter' for Ross Martin -- Discussion to Part IV -- Work-life balance -- Importance of being a 'geographer first' -- Conclusions -- 13 Conclusions -- The current research context in initial teacher education (ITE) and beyond -- Quality in geography education research -- Aiming higher - advanced conceptions of Research Quality -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.