Changing Horizons in Geography Education - HERODOT Network ...

More documents

Recommendations

Info

References1. CALVET L. J. 2002. Le Marché aux Langues; les effets linguistiques de la mondialisation.Paris: Plon.2. CASSEN B. 2000. La Langue Dollar. Le Monde Diplomatique, mai 2000, p. 32.3. CRYSTAL D. 2003. English as a Global language, 2 nd ed. Cambridge University Press,Cambridge.4. THE ECONOMIST 2004 Germanophobia: war bores, vol.373, № 8399, October 30 th , p. 37.5. EUROPEAN COMMISSION 2005. Key data on teaching languages at School in Europe2005 edition, Eurydice, D-G Education and Culture, Brussels.6. EUROSTAT 2001. Foreign language teaching in schools in Europe. Statistics in Focus,Population and social conditions, № 4/2001, Luxembourg.7. GARCIA-RAMON M.D. 2003. Globalization and international geography: the questionsof languages and scholarly traditions. Progress in Human Geography, 27, 1−5.8. GOETHE-INSTITUT 2004. Quoted in Prospect № 101, p. 9.9. GRADDOL D. 1997. The Future of English. London: British Council.10. GUTIÉREZ J., LÓPEZ-NIEVA P. 2001. Are international journals in human geographyreally international? Progress in Human Geography, 25, 53−69.11. HOLBOROW M. 1999. The Politics of English. Sage, London.12. HOUSE OF LORDS 2005. Report of the House of Lords EU Committee, reported byGuardian Unlimited, 14/04/05, accessed on: http://www.guardian.co.uk13. MELITZ J. 1999. English-language dominance, Literature and Welfare. Discussion PaperNo. 2055, Centre for Economic Policy Research, 90−98 Goswell Road, London EC1V7DB.14. PHILLIPSON R. 2003 English-Only Europe? Challenging Language Policy. London:Routledge.15. RODRÍGUEZ-POSE A. 2004. On English as a vehicle to preserve geographical diversity.Progress in Human Geography, 28, 1−4.16. SNE /LA CENTRALE DE L’EDITION 2003. Statistiques extérieures, Paris.17. UCAS 2002. Universities and Colleges Admissions Service, UK. Can be accessed on:http://www.ucas.ac.uk/18. WATTS C. J. 2003. Decline in the take-up of modern languages at degree level. Reportto the Anglo-German Foundation for the Study of Industrial Society/Deutsch-BritischeStiftung für das Studium der Industriegesellschaft. School of Languages, University ofBrighton.298
PART FOURGLOBALAND ENVINRONMENTALGEOGRAPHY299
Page 3 and 4:
Changing Horizons inGeography Educa
Page 5 and 6:
ContributorsAnouk AdangFaculty of G
Page 7 and 8:
Margaret C. KeaneSt Mary’s Univer
Page 9 and 10:
Artur ReligaDepartment of Geography
Page 11 and 12:
Contents1. Exciting Geography......
Page 13:
Barbara Katharina Mayerhofer, Teach
Page 17 and 18:
How to design and implement excitin
Page 19 and 20:
only increase their motivation to l
Page 21 and 22:
Ministry of Education. Having in mi
Page 23 and 24:
eEurope and the Bologna agendaIn hi
Page 25 and 26:
The main learning approachesencoura
Page 27 and 28:
as a vibrant exciting subject at un
Page 29 and 30:
include ICT as part of the educatio
Page 31 and 32:
19. RICHARDSON J. A. 2001. Collabor
Page 33 and 34:
class using identical instructions
Page 35 and 36:
ability to hold and move a load is
Page 37 and 38:
the range of practical activities.
Page 39 and 40:
Multimedia learning of geographical
Page 41 and 42:
• an organizer and manager of a l
Page 43 and 44:
Geographical fieldwork in forestsJa
Page 45 and 46:
One of these field study laboratori
Page 47 and 48:
learning“, to develop and then in
Page 49 and 50:
egin). It is referred to the inter-
Page 51 and 52:
overruled by the judge and some sus
Page 53 and 54:
esses or their reciprocal relations
Page 55 and 56:
formulated one of key principles in
Page 57 and 58:
Dress rehearsalHow should a present
Page 59 and 60:
of the world, but multiple maps of
Page 61 and 62:
focused on landscape, climate, popu
Page 63 and 64:
ments in academic geography, could
Page 65 and 66:
Training geography teachers in Pola
Page 67 and 68:
a series of intellectual as well as
Page 69 and 70:
• optional subject (30 hours) use
Page 71 and 72:
of the lower levels of education. H
Page 73 and 74:
• the one-subject model: the cont
Page 75 and 76:
delivery, and the methods of the pa
Page 77 and 78:
• Pathways signal important tasks
Page 79 and 80:
Geography competitions as stimuli f
Page 81 and 82:
Figure 1. Changes in the structure
Page 83 and 84:
Challenges for the futureNowadays t
Page 85 and 86:
A perspective from the United State
Page 87 and 88:
The process of GIS inquiry - Thinki
Page 89 and 90:
Remote Sensing in Geography Educati
Page 91 and 92:
IntroductionThe Democratic Republic
Page 93 and 94:
images visualise the “tree vegeta
Page 95:
PART TWOProfessional Developmentand
Page 98 and 99:
Key elements of an introductory stu
Page 100 and 101:
Some textbooks also provide self-le
Page 102 and 103:
Geography programs and BolognaThere
Page 104 and 105:
equirements. In the faculties of Ar
Page 106 and 107:
Even though this only is a short an
Page 108 and 109:
Background of international student
Page 110 and 111:
students in their language skills.
Page 112 and 113:
International collaboration in dist
Page 114 and 115:
Designing and teaching the distance
Page 116 and 117:
audio lectures - one for presenting
Page 118 and 119:
enrolled in geography courses at po
Page 120 and 121:
development experience. Whilst Craf
Page 122 and 123:
Networking and social diffusion of
Page 124 and 125:
is mistreated, the culture is a-cul
Page 126 and 127:
3. ABALAR. 2004. “Editorial”, i
Page 128 and 129:
to gather process and store spatial
Page 130 and 131:
1. Fundamental to understanding GIS
Page 132 and 133:
The Future of Geography and Geograp
Page 134 and 135:
of geography. In Singapore Social S
Page 136 and 137:
geography should become much more s
Page 138 and 139:
the handful of disciplines that has
Page 140 and 141:
and respected and the institutional
Page 142 and 143:
3. The strength of school and unive
Page 144 and 145:
It is quite clear that Vidal de la
Page 146 and 147:
Effective Practices in Distance Edu
Page 148 and 149:
on to the other satellite school. O
Page 150 and 151:
4. Ministry of Education. 1999. The
Page 152 and 153:
schools is the result of the role e
Page 154 and 155:
• A statistically significant dif
Page 156 and 157:
Charles University geography gradua
Page 158 and 159:
Table 1. First job in studied field
Page 160 and 161:
importance in geography study progr
Page 162 and 163:
The Anglo-Saxon model was collectiv
Page 164 and 165:
academic science. I do believe that
Page 166 and 167:
can convene. Details of these modul
Page 168 and 169:
preparation and to some extent, tea
Page 170 and 171:
The assessment must form the basis
Page 172 and 173:
The teaching shall build on the pup
Page 174 and 175:
The Relationship between Geography
Page 176 and 177:
Geography and Territory Planning ha
Page 178 and 179:
we wished, of course we have obtain
Page 180 and 181:
Why Managers from Multinational Com
Page 182 and 183:
able to have training in different
Page 184 and 185:
ContextUtrecht University is a larg
Page 186 and 187:
Typical is the very open atmosphere
Page 188 and 189:
Times of Change for Geography Educa
Page 190 and 191:
where it is divided into specific b
Page 192 and 193:
• traditional versus progressive
Page 194 and 195:
on European Dimension of Teaching g
Page 196 and 197:
With the ongoing development of tel
Page 198 and 199:
Figure 2. Present at Annual Congres
Page 200 and 201:
It is expected that the more active
Page 202 and 203:
An evaluation of geographyand geogr
Page 204 and 205:
The problems of geography and geogr
Page 206 and 207:
Europe in geographical education -
Page 208 and 209:
Then these results were compared to
Page 210 and 211:
Figure 9. Countries mentioned by th
Page 212 and 213:
Internationalizing geography in hig
Page 214 and 215:
nationalize their undergraduate and
Page 216 and 217:
Groups also focus on international
Page 218 and 219:
The Position of Geography Graduates
Page 220 and 221:
have also affected the number ofGeo
Page 222 and 223:
The majority answered that they wou
Page 224 and 225:
In the Primary school curriculum, G
Page 226 and 227:
the efficacy of the teaching and le
Page 228 and 229:
228
Page 230 and 231:
What Europe do we teach?A view from
Page 232 and 233:
The regional approach is used in on
Page 234 and 235:
The syllabi reflect mainly that the
Page 236 and 237:
Geography Forum: Intercultural Lear
Page 238 and 239:
Was Intercultural Competence promot
Page 240 and 241:
of geographical education in our un
Page 242 and 243:
Higher education (University) as a
Page 244 and 245:
This table shows the importance of
Page 246 and 247:
the studies on what exists, to cons
Page 248 and 249: 248taught in the foreign language e
Page 250 and 251: as K. De Bot calls it, is a variety
Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 258 and 259: Intercultural education in Italian
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
Page 270 and 271: Crick advocates these principles by
Page 272 and 273: dropping litter. There is circle ti
Page 274 and 275: and learning. Kerala is an exporter
Page 276 and 277: The role of geographical education
Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
Page 282 and 283: to explore regional issues when tea
Page 284 and 285: Some backgroundFor a number of year
Page 286 and 287: issues that will shape the future g
Page 288 and 289: Geography and Environmental Science
Page 290 and 291: (2000) cautioned an awareness of cu
Page 292 and 293: Geography and Languages in Intercul
Page 294 and 295: Table 1. The most widely taught for
Page 296 and 297: the whole world will, according to
Page 300 and 301: Sustainable development: let geogra
Page 302 and 303: predecessor “green,” or the pre
Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
Page 308 and 309: Sustainability, Development and Sec
Page 310 and 311: includes geography. The context is,
Page 312 and 313: • protected areas8. Landscape sec
Page 314 and 315: Developing geographical professiona
Page 316 and 317: tion contributes to the growth of e
Page 318 and 319: cooperative learning using as theor
Page 320 and 321: Studyng climate and water resources
Page 322 and 323: By signing and ratifying the Kyoto
Page 324 and 325: and political implications of plann
Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
Page 328: Conference Changing Horizons in Geo
show all

Changing Horizons in Geography Education - HERODOT Network ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?