Pedagogic Research in Geography Higher Education

There are many books about teaching in Geography, but this is the first volume to deal specifically with pedagogic research and its methods and practices. Pedagogic research concerns the processes of learning and the development of learners. It is a learner-centred activity that aims to evaluate and improve the ways that students learn and learn to manage, control and comprehend their own learning processes, first as Geographers in Higher Education but equally as future educated citizens. This book explores: original research and critical perspectives on how Geographers learn; critical evaluations of both new and traditional frameworks and methods used for pedagogic research in Geography; and case studies on the promotion of self-authorship and learner autonomy in key Geography Higher Education contexts, such as fieldwork and undergraduate project work. This book is a compilation of articles from various issues of the Journal of Geography in Higher Education.

1.Introduction: Pedagogic Research in Geography Higher Education Martin Haigh,Debby Cottonand Tim Hall Part I: Frameworks and Methodologies 2. Researching the hidden curriculum: intentional and unintended messages Debby Cotton,Jennie Winter and IanBailey 3. Invitational education: Theory, research and practice MartinHaigh 4. AQAL Integral: a holistic framework for pedagogic research Martin Haigh Part II: Applying Pedagogic Research Techniques 5.Using student interviews for becoming a reflective geographer Hanne Kirstine Adriansen,Lene Møller Madsen 6.Is Q for you? using Q methodology within geographical and pedagogical research Paul N. Wright 7.Using observational methods to research the student experience Debby R.E. Cotton,Alison Stokes,Peter A. Cotton 8.Visual methodology as a pedagogical research tool in geography education Bryan Wee, Amy DePierre, Peter Anthamatten and Jon Barbour 9.Using Focus Group Research to Support Teaching and Learning Heather Winlow,David Simm,Alan Marvell and RebeccaSchaaf 10.Construction of Student Groups Using Belbin: Supporting Group Work in Environmental Management Mark Smith,Giles Polglase and CarolynParry Part III: Case Studies 11.Gaia: "thinking like a planet" as transformative learning Martin Haigh 12.Going mobile: perspectives on aligning learning and teaching in geography Claire H. Jarvis,Jennifer Dickie and Gavin Brown 13. Considerations of how to study learning processes when students use GIS as an instrument for developing spatial thinking skills Lene Møller Madsen and CamillaRump 14.Students’ individual engagement in GIS Lene Møller Madsen, F. Christiansen andCamilla Rump 15. Reflective journals as a tool for auto-ethnographic learning: a case study of student experiences with individualized sustainability Jon Anderson 16.The power of debate: Reflections on the potential of debates for engaging students in critical thinking about controversial geographical topics Ruth L. Healey Part IV: Aspects of Pedagogic Research-informed Teaching 17. Writing in geography: Student attitudes and assessment Vanessa Slinger-Friedman and Lynn M. Patterson 18.Capstone portfolios and geography student learning outcomes Joann Mossa 19.Re-framing the Geography Dissertation: A Consideration of Alternative, Innovative and Creative Approaches Jennifer Hill,Pauline Kneale, Dawn Nicholson,Shelagh Waddington andWaverly Ray 20.Mapping the journey toward Self-Authorship in Geography Niamh Moore,Eric J. Fournier,Susan W. Hardwick,Mick Healey,John MacLachlan andJörn Seemann 21.Embedding research-based learning early in the undergraduate geography curriculum Helen Walkington,Amy L. Griffin,Lisa Keys-Mathews,Sandra K. Metoyer,Wendy E.Miller,Richard Baker and DerekFrance 22.Reviewing the ‘Research Placement’ as a Means of Enhancing Student Learning and Stimulating Research Activity Fiona Tweed andRobBoast

The editors are active members of the Editorial Board of the Journal of Geography in Higher Education (JGHE) and active researchers in their own right. In recent years they have been leading the development of the JGHE’s Pedagogic Research strand and this volume represents the best of the results of this work