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ERIC Number: EJ909825
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0037-7996
Factors Strengthening School Geography's Curricular Position in the Nineteenth Century
Moore, Zachary A.; Boehm, Richard G.
Social Studies, v102 n1 p49-57 2011
The purpose of this study was to analyze the evolution of geography in the United States' K-12 education system throughout the Nineteenth Century to understand the causes of variations, shifts in focus, and relative importance placed on geography. A broad theoretical framework, based on the work of sociologists of education and education philosophers and historians, guided the process of data collection and analysis. The authors feel that this research is significant because it clearly shows that geography was a high-status, "stand alone" subject in the public schools throughout most of the Nineteenth Century. Factors contributing to geography's prominent curricular position correlate well with the theoretical notion that the variation of emphasis of school subjects hinges largely on the involvement of their respective academic disciplines and/or scholars, and that society must perceive the subject as macro-economically beneficial to the long-term longevity of the nation's interests and economy. For the social studies as a whole, this paper represents a model of analysis for all of the subject areas that are currently included in the collection of ideas, themes, and approaches that comprise the modern concept of the social studies. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A