Geography at elementary and middle schools in Louisiana, USA., remains a social studies strand along with civics, economics, and history, with no state-required geography course at any level. But because schools may require more geography than the state standard, this research examines the extent to which K-12 students are exposed to geography in…

This article critically examines the recommendations of two major Indian education reports--NCFSE 2000 and NCF 2005--prepared by the National Council of Educational Research and Training in India. The NCFSE 2000 has recommended an integrated teaching of geography as one component of the social studies. The NCF 2005 has reverted to the pre-NCFSE…

A 1973 survey of middle, junior, and senior high schools in Connecticut indicated that more schools teach geography now than they did in 1968; more geography courses are required now; no major curriculum changes have occurred since 1968; geography courses are oriented toward social studies; and geography is strongest in junior high schools.…

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)

Conclusions of a study about geography curriculum and instruction in West Germany are presented. American and West German priorities for geographic education are compared, and content and recent trends in West German programs are described. (AV)

Compares "old" geography curriculum with "new" geography curriculum proposed by National Geographic Society and based on five geographic themes. Examines new course as both geography course and as subject in the general education curriculum. Noting the marginal value and limitations of the new geography, recommends that the…

Reports the results of a survey designed by the Council of Chief State School Officers that provides an overview of geography instruction in U.S. public schools. Suggests that the high response rate indicates strong interest in geography instruction. Finds a great need for state and district level workshop training. (KO)

Discusses the new Soviet geography curriculum comprised of: Introduction to Physical Geography; Geography of the Continents and Oceans; Geography of the USSR; Geography of the USSR II; and Economic and Social Geography of the World. Discusses the program's scientific content and describes the trends of geography instruction in Soviet classrooms.…

Focuses on the context and major efforts designed to reform teacher education in the nation's universities. Provides an overview of systems governing and impacting teacher education. Concludes with a discussion of general educational reform trends and leadership opportunities open to geographers. (CFR)

Presents an allegory based on the development and dissemination of the National Geography Standards. Uses the allegory to introduce a series of articles dealing with the Standards. Suggests that geography teachers acquire and use the Standards, entitled "Geography for Life: National Geography Standards." (CFR)

Asserts that the 1994 National Geography Standards provide a new and valuable resource for teachers who want to improve geography instruction. Presents a sampler of additional geography instructional materials developed during this same period of educational reform. (CFR)

Describes the efforts of the Alaska Department of Education and geography educators to develop standards based on the National Geography Standards model. Discusses the statewide public consensus process and includes a chronological table of events. Provides six sample standards and performance criteria from the Alaska 2000 geography standards.…

Maintains that the National Geography Standards provide teachers with a geographic perspective that will help them teach improved geography content. Asserts that teachers can make connections between the Geography Standards and their own classrooms. Presents five suggested classroom activities based on the National Geography Standards. (CFR)

Asserts that the National Geography Standards identify what students should know and be able to do as a result of geography instruction. Identifies the action verbs used in the Standards' activity statements. Discusses these verbs in the context of Blooms cognitive taxonomy. (CFR)

Maintains that with the publication of the National Geography Standards geography has taken a major stride toward demonstrating to teachers the breadth and significance of the discipline. Focuses on three aspects of geographic reality in the lives of teachers and students. Concludes that geographic knowledge is part of every person's life. (CFR)