This exemplary Handbook provides readers with a novel synthesis of
international research, evidence-based practice and personal
reflections to offer an overview of the current state of knowledge
in the field of teaching geography in higher education. Chapters
cover the three key transitions - into, through, and out of higher
education - to present a thorough analysis of the topic. With key
contributions from top scholars, the Handbook investigates student
transitions, exploring how students require different pedagogical
approaches as they progress through university or college. A wide
range of learning contexts relevant to the breadth of spaces and
places in which geography teaching takes place is used to provide
examples of how teaching and learning in geography can be enhanced.
It identifies key principles including working in partnership and
acknowledging the whole student, calling for the adoption of
courageous pedagogy. With a useful resources section included in
each chapter, this Handbook is a vital reference source for those
teaching geography in higher education settings. Written in an
accessible style, it will also be of use to early career
geographers and those who are new to teaching, including
postgraduate students. Contributors: C. Arrowsmith, K. Barton, S.
Brail, J. Bullard, G. Butt, W. Cartwright, L. Clarke, D. Conradson,
M. DeMers, S. Dyer, J. Esson, M. Finn, E.H. Fouberg, D. France,
I.C. Fuller, A.L. Griffin, M. Haigh, R.L. Healey, J. Hill, R.
Hodgkins, P. Hopkins, M. Horswell, A. Hovorka, A. Hughes, N.T.
Huynh, J. Kerski, P. Klein, P.E. Kneale, A. Last, J. Lee, A.
Maddrell, N. McDuff, G. Miller, L. Mol, N. Moore-Cherry, C. Mott,
A. Parton, E. Pawson, M. Poskitt, K. Ramdas, C. Ribchester, B.
Rink, Z.P. Robinson, J. Salo, D.M. Schultz, I.D.H. Shepherd, M.
Solem, R. Spronken-Smith, S. Tate, T. Vowles, H. Walkington, R.I.
Waller, K. Whalen, E. Wigley, P. Wolf, N. Worth
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