The Gilbert M. Grosvenor Center for Geographic Education, in partnership with the Agency for Instructional Technology, and the National Geographic Education Foundation have embarked on the production of a twenty-two-program, Web-based professional development series for teachers of geography, social studies, and environmental science, titled…

This paper suggests guidelines for elementary school field trips which would combine a traditional approach to exploring a home community with emphasis on social awareness. Reference is made to techniques for recording the trip on film and to the advantages of the field trip technique. (JH)

Ten teaching strategies to develop elementary students' affective skills are presented as a change from teaching values in a prescriptive manner. (ND)

In 1984 the National Council for Geographic Education presented James Michener with a special award for his "Outstanding Contributions to Geographic Education through the American Novel." Michener's acceptance speech is presented. (RM)

Attitudes with negative consequences abound in geography--e.g., prejudice of theoretical geographers against applied geographers, quantitative geographers against qualitative geographers. All geographers have something important to contribute and should work together to achieve mutual success. (RM)

Discusses the importance of teaching place names and locations to students. Targeting rote memorization as an unstimulating method, offers an exercise and several activities using an incorrectly labeled map to teach place-name and location geography in an interesting manner. (AEM)

Maintains that decision-making and social-action skills are basic to geographic instruction and suggests ways in which these skills can be developed. (Author/DB)

Three series of eight fifteen-minute programs each were made conceptual and process oriented. Data was presented and divergent questions asked about it, but not answered. New ways of using traditional materials were demonstrated as was the adaptability of TV to non-expository teaching. (NH)

Contends that, despite recent successes, the geographic education community faces serious problems based on its failure to create and maintain strategies for effect preservice teacher education. Argues that a broad cooperative program involving teachers, school district officials, geographic educators, and the community is a potential remedy. (CFR)