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Instructional Materials; Geography; Elementary Secondary Education; Geography Instruction; Educational Strategies; Change Strategies; Educational Planning; Partnerships in Education; Educational Improvement; Improvement Programs; Educational Needs; Needs Assessment; Instructional Development; Research Reports; Integrated Curriculum; Behavioral Objectives; Educational Objectives; Curriculum Development; Academic Standards

Abstract:
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of which examined and made recommendations for an area of geography education that is critical to improvement. These areas include education research, assessment, and instructional materials and professional development. The recommendations for each report revolve around advancing a common goal; presenting an approach to geography education that balances "knowing geography" with "doing geography." Articles summarizing two of these reports (Schell et al. this issue; Wertheim et al. this issue) are included in this issue of "The Geography Teacher." This short overview is designed to provide background for those two articles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Instructional Materials; Geography; Professional Development; Geography Instruction; Educational Needs; Skill Analysis; Skill Development; Academic Standards; Instructional Design; Instructional Development; Curriculum Development; Educational Strategies; Educational Technology; Partnerships in Education; Change Strategies; Educational Change

Abstract:
Never before in human history has it been more important for a person to be geographically literate. But the unsettling reality is that many teachers and most students are not yet geographically literate. Currently, American students are not even provided opportunities to learn enough geography to understand the very basic aspects of the world in which they live. Without explicit intervention and a dedicated focus on geographic literacy by educators, curriculum developers, and policymakers, U.S. children will be unable to thrive in the global marketplace, unlikely to connect with and care for their natural environment, and unsure about how to relate to people from other parts of the world. One thing is abundantly clear; if American children hope to participate in democracy and play a strong leadership role in the world, they must possess geographic knowledge, understandings, and skills. The Instructional Materials and Professional Development Committee of the Road Map project gathered to identify the needs for geography education in this twenty-first century. These needs span every grade level in the nation's formal and informal education systems in public and private education. These needs extend beyond the stand-alone geography course and exist in science, technology, mathematics, social studies, arts, and English language arts courses as well. These needs can and should be addressed through carefully designed and properly implemented instructional materials and professional development. This article provides ten important recommendations for educators, developers, policymakers, and funders to seriously consider in supporting student learning, teacher learning, and large-scale collaboration and change in the field of geography education through instructional materials and professional development. Each recommendation is presented in the full report with a core argument and supporting research, vignettes of each recommendation in practice, examples of alignment with Common Core State Standards, additional information about recommended strategies or principles, and recommended readings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Experiential Learning; Foreign Countries; Industry; Educational Change; Creative Development; School Business Relationship; Partnerships in Education; Creative Activities; Agency Cooperation; Cooperative Planning; Cooperative Programs; Group Dynamics; Peer Groups; Peer Relationship; Professional Development; Skill Analysis; Skill Development; Network Analysis; Institutional Role; Organizational Climate; Organizational Culture; Organizational Theories

Abstract:
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a "peer-to-peer business programme", or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a "Six-Squared" model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Natural Resources; Foreign Countries; Educational Innovation; Sustainability; Sustainable Development; Partnerships in Education; International Cooperation; International Education; Global Approach; Barriers; Educational Improvement; Improvement Programs; Change Strategies; Educational Change; Consciousness Raising; Interdisciplinary Approach; Social Networks; Educational Objectives; Educational Practices; Educational Policy; Articulation (Education); Alignment (Education); Instructional Development

Abstract:
Worldwide, innovation in education is highly perceived as an effectual approach to promote awareness for sustainability. International organizations interested in education, research and training support projects seeking modernization of Higher Education (HE) and put much emphasis on developing new curricula, teaching methods or materials to respond to current needs. Building ties and promoting cooperation between institutions around the world through Universities and academic arenas are central in innovative educational approaches. This paper reflects on one of such projects; the Center for Natural Resources and Development (CNRD) which aims at supporting achieving the Millennium Development Goal (MDG) 7. Eleven University faculties in Brazil, Chile, Egypt, Germany, Indonesia, Jordan, Mexico, Mozambique, Nepal, and Vietnam form part of the CNRD, covering natural, engineering, and social sciences disciplines. To develop solutions for one of the most pressing problems of today; creating sustainable cities, students, teachers and researchers work together in a trans-disciplinary approach. The paper principally deals with the question of how international research and education networks can narrow the distance between countries and promote awareness of sustainability. It discusses approaches in joint education, using modern media and e-learning activities and their contribution to raise awareness of sustainability among young researchers. (Contains 3 tables, 1 figure, and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Competency Based Education; Vocational Education; Educational Philosophy; Educational Principles; Curriculum Design; Curriculum Development; Training Methods; Training Objectives; Instructional Design; Instructional Development; Extension Education; Agricultural Education; Change Strategies; Educational Change; Educational Practices

Abstract:
This contribution aims at informing readers about a current education and training design approach which is based on theory building and practical experience. It is about the development of comprehensive competence-based education, which is different from earlier attempts to develop competence-based education. In many education development projects the notion of outcome-based or competence-based education is taken as a starting point. The advantage of the current (comprehensive and holistic) approach is that education and training programmes will become more practice-oriented and relevant for finding or creating employment. The question however is what this education philosophy entails and how to go about the development of this kind of education. There are many questions about this approach, and the author hopes that this contribution will help university leaders, staff of education and examination quality departments, curriculum developers, faculty development staff, chairs of departments and department staff to understand the essence of the approach, see its potential, but also appreciate the complexity of the development and implementation process. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Blended Learning; Andragogy; Adult Learning; Delivery Systems; Change Strategies; Educational Change; Organizational Change; Educational Principles; Alignment (Education); Program Implementation; Technology Integration; College Planning; Professional Development; Program Effectiveness; Performance Factors; Barriers; Instructional Design; Educational Technology; Educational Development; Educational Innovation; Educational Practices; Models; Adult Education

Abstract:
While many institutions deliver some classes in blended format, Brandman University transitioned all of its face-to-face classes to blended delivery, using a model tailored to the needs of adult learners. This article provides research supporting the ways that blended learning principles align with key principles of andragogy. The article provides insight into Brandman's implementation of blended learning across the institution to enhance effective learning on an accelerated schedule, apply sound assessment in a distributed system, and successfully integrate online tools into classes for adult learners. In addition, the article describes the university's planning, training, and implementation processes for transitioning to blended format. Finally, it identifies successes, challenges, and recommendations for others interested in adoption of blended delivery for adult learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Industry; Educational Objectives; Outcomes of Education; Educational Change; Change Strategies; Governance; School Business Relationship; Public Policy; Educational History; Partnerships in Education; Program Descriptions; Alignment (Education); Economic Development; Human Capital; Labor Force Development; Educational Philosophy; Educational Principles; Role of Education; Educational Environment; Politics of Education; Educational Policy; Community Responsibility; School Community Relationship; Policy Analysis

Abstract:
This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education-2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state-wide industry-school partnerships with key global players in the Queensland economy. Industry sectors that have formed partnerships in Gateway projects include Minerals and Energy, Aerospace, Wine Tourism, Agribusiness, Manufacturing and Engineering, Building and Construction and ICT, with more industries and schools forecast to join the program. It is argued that this "post-bureaucratic" model of schooling represents a new social settlement of neoliberal governance, which seeks to align educational outcomes with economic objectives, thereby framing the conditions for community self-governance in Queensland. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Graduate Surveys; Principals; Mixed Methods Research; Instructional Design; Instructional Development; Educational Technology; Curriculum Development; Educational Improvement; Program Improvement; Administrator Education; Leadership Training; Administrator Attitudes; Delivery Systems; Content Analysis; Participant Satisfaction; Change Strategies; Educational Change; Focus Groups; Profiles; Performance Factors; Models

Abstract:
The paper describes a mixed methods approach to the process of redesigning a principal preparation program. A qualitative approach was used to gather data from superintendents within the geographic area using a focused group approach, whereas, quantitative data, were gathered through a survey of program graduates with questions aligned to the three domains of the TExES examination for principal certification. Texas universities that offered principal preparation programs were studied and analyzed as a backdrop to the study. The superintendent responses identified various strengths and weaknesses in the delivery of the program. The graduate survey results indicated low satisfaction ratings in principal preparation in the three domains as the program currently exists. The study proposes a model for redesigning principal preparation programs based on the findings. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Web 2.0 Technologies; Learning Activities; Instructional Development; Instructional Innovation; Educational Philosophy; Educational Principles; Teacher Attitudes; College Faculty; Computer Simulation; Computer Mediated Communication; Computer Uses in Education; Electronic Learning; Influence of Technology; Technology Integration; Internet; Instructional Design

Abstract:
With the advent of web 2.0 and virtual technologies and new understandings about learning within a global, networked environment, online course design has moved beyond the constraints of text readings, papers, and discussion boards. This next generation of online courses needs to dynamically and actively integrate the wide-ranging distribution of content knowledge: network learners, in new ways, while still addressing their unique qualities, assess the process as well as the products of learning and assimilate the rapidly-emerging technologies that are expanding communication and sharing. The acceleration of change in the communication process is requiring a flexibility in the course development process but also in the "attitude" of the instructor. Instructors must be open to new conceptions of learning and evidence of learning and must be willing to embrace challenge and uncertainty while establishing ongoing development, evaluation, and research goals. This article provides plentiful examples of ways that growth in online and technology-mediated environments can generate high levels of knowledge, learning, and engagement, and can allow for the open development of new learning resources. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Instruction; Curriculum Design; Transfer of Training; Writing Assignments; Instructional Design; Instructional Development; Performance Factors; Change Strategies; Educational Change; College English; Guidelines; Writing Skills; Behavioral Objectives; Educational Principles; Literary Genres; Educational Practices

Abstract:
In this essay, I examine the problems I now see with the sample curriculum I proposed in "College Writing and Beyond: A New Framework for Writing Instruction" in 2007. There are numerous factors that must be considered in designing a writing course: choice of subject matter, choice of genres to assign, sequencing of writing assignments, number of assignments, and using both content and pedagogy to enhance the possibility for positive transfer of learning for student writers. The problems in these areas of curriculum design, both in my work and in writing studies at large, as well as recommendations to eliminate those problems are explored here. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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