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The International Network for Learning and Teaching Geography: Developing Links with School Education.

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Title: The International Network for Learning and Teaching Geography: Developing Links with School Education.
Language: English
Authors: Bednarz, Sarah, Burkill, Sue, Lidstone, John
Source: Journal of Geography in Higher Education. Jul 2000 24(2):277-284.
Peer Reviewed: Y
Page Count: 8
Publication Date: 2000
Document Type: Journal Articles
Reports - Descriptive
Descriptors: College School Cooperation, Educational Benefits, Educational Trends, Futures (of Society), Geography, Geography Instruction, Higher Education, Organizations (Groups), Social Studies, Teacher Education
ISSN: 0309-8265
Abstract: Argues that the development of the International Network for Learning and Teaching Geography (INLT) provides an opportunity to explore the benefits of links between the school and higher education. Addresses key aspects of school geography to reflect upon existing linkages and future possibilities. Includes references. (CMK)
Notes: JGHE Symposium: International Perspectives on Learning and Teaching Geography in Higher Education. Journal of Geography in Higher Education is a refereed journal.
Journal Code: CIJFEB2003
Entry Date: 2003
Accession Number: EJ654715
Database: ERIC
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  Value: <anid>AN0003458862;Jgh01jul.00;2000Sep01.21:12;v4.1</anid> <jsection id="AN0003458862-1"> SYMPOSIUM</jsection> <title id="AN0003458862-2">THE INTERNATIONAL NETWORK FOR LEARNING AND TEACHING GEOGRAPHY: DEVELOPING LINKS WITH SCHOOL EDUCATION </title> <p>ABSTRACT This paper argues that the development of the International Network for Learning and Teaching Geography (INLT) provides a timely opportunity to explore the benefits of greater links between the school and higher education sectors. The authors, geographers with professional and personal expertise in learning and teaching geography in both school and higher education contexts, address key aspects of school geography in order to reflect on existing linkages and possible future collaboration with higher education. Firstly, we examine existing school and higher education connections at the national level. We go on to review aspects of learning, teaching, and curriculum reform that have developed in schools in the UK, US and Australia in order to assess how these may be shared with higher education. Then we reflect on the need to strengthen links between geography and teacher education and education research. Finally, we discuss existing international networks and their implications for INLT. We conclude with some proposals for co-operation. </p> <p>KEYWORDS International Network for Learning and Teaching, school-higher education links, teacher education. </p> <hd id="AN0003458862-3"> Introduction </hd> <p>The IGU Commission on Geographical Education already exists as one forum in which ideas about learning and teaching geography can be shared, predominantly by those interested in school education (Haubrich, 1992). There are also many dynamic informal networks operating within and between countries. We authors comprise an example of just such a network, facilitated in this by our shared experience, culture and language. In the past the school education and higher education sectors have tended to diverge as schoolteachers and geography educators have focused increasingly on issues relating to learning, teaching and curriculum reform while higher education geographers have been more interested in substantive geographical research. Given that the two groups tend to meet in different contexts and appear to have different agendas, it is not surprising that even where common topics have been identified, discussion has remained separate. What is innovative about INLT (Healey, 1998) is the potential for re-establishing links between those interested in school education and those geographers working in higher education. Inevitably this paper and its examples reflect the predominantly Western and anglophone cultural backgrounds of the authors, but we suggest that the principles of co-operation and the topics for discussion are transferable to multinational, multicultural situations and are capable of promoting a more truly global network. </p> <hd id="AN0003458862-4"> Existing School-Higher Education Links at the National Level </hd> <p>There is increasing recognition among geographers that, despite the different structures and systems in school education and higher education, there is much to be gained from interaction and dialogue (Haggett, 1996). In fact, the last few years have witnessed a revival in schools-higher education interchange after a period in which dialogue was more limited. The formation of the Geography Education National Implementation Project (GENIP) in 1985 in the USA, the creation of the Council of British Geography (COBRIG) in 1988 in the UK, and the development of the Australian Geography Teachers' Association (AGTA), a cross-state organisation with close links to academics, all testify to the revived interest in bringing educators from all sectors together. </p> <p>In all countries there have been joint seminars and meetings on matters of common concern. The biannual COBRIG Seminars (Rawling & Daugherty, 1996), the annual meetings of the US National Council for Geographic Education (NCGE), the Australian Academy of Science National Committee for Geography and special events such as the 1994 US Geography Education Summit are examples of opportunities for school and higher education geographers to interact. Promotional events to raise the profile of geography such as Geography Awareness Weeks in the USA and Australia and Geography Action Weeks and Land Use UK in England and Wales have brought both groups together. Academic geographers have been involved with school geography teachers in making the case for geography in school curricula, for example in the National Curriculum in England and Wales, and through state geography alliances in the USA. </p> <hd id="AN0003458862-5"> Sharing Experience of Innovation in Learning and Teaching </hd> <p>The past 20 years have seen significant developments in learning and teaching approaches in school geography in England and Wales, Australia, and the USA. Current developments in teaching and learning for undergraduates, as evidenced by the Geography Discipline Network (Gravestock & Healey, 1998), articles in the Journal of Geography in Higher Education, and curriculum development projects in the USA and Australia, seem, in some respects, to be following a path similar to that taken by schools. Whilst the age range may be different, many of the strategies being explored and the issues about implementation are the same. There are undoubtedly possibilities for useful exchange if the channels for dialogue can be created. This potential is exemplified by focusing on enquiry and developments in Information and Communication Technology (ICT). </p> <p>The term 'geographical enquiry' (England and Wales) or 'inquiry learning' (Australia and USA), is used to describe active participatory styles of learning in which pupils are involved in a range of learning strategies including handling and presenting data, participating in discussions, critically evaluating alternative views, role playing, problem solving and decision making. The intention in all cases is to widen the potential learning outcomes attainable through geography although the approach adopted varies in different countries. </p> <p>In England and Wales, the Schools Council Geography Projects and in particular Geography 16-19 (Naish et al., 1987) were influential in pioneering these approaches in the 1970s and early 1980s. Enquiry approaches have now been written into the high-profile public A level and GCSE examination system and have been integrated into the National Curriculum for Geography for 5-14 year-olds (DfE, 1995). The central curriculum agency has published ideas about progression in enquiry learning (SCAA, 1996, 1997; QCA, 1998), and there is a wide range of commercial text books and teaching resources structured, to a greater or lesser extent, around enquiry ideas. </p> <p>In Australia, parallel innovations, partly influenced by Geography 16-19, but developing in a different way, have ensured that text books, resource materials, and even some examination syllabuses are inquiry based, though the interpretation varies from state to state. In Queensland, for example, the Junior Geography Syllabus (1984) strongly encouraged inquiry learning and the creation of units of work based on key geography questions. At senior level, years 11 and 12, an optional one-semester unit entitled Australian Geographical Inquiries' has more recently become a model for the total revision of the senior geography course. </p> <p>The US High School Geography Project of the 1960s pioneered simulation and role-play activities and these, along with new ideas about children's learning, provided the stimulus for many subsequent school-level curricular developments in the USA and in other countries. Inquiry approaches are featured in the National Geography Standards and in recent curriculum materials, for example, the Activities and Reading in the Geography of the United States (ARGUS) and Geographic Inquiry into Global Issues (GIGI) projects aimed at middle- and high-school-aged students. </p> <p>There is clearly scope for identifying contexts in which the learning processes and resources used in school-based enquiry might enrich developments in higher education. In addition, it would be valuable if geographers from all sectors could collaborate to identify the nature of continuity and progression in relation to enquiry processes. One example of a higher education project which has drawn directly on school-based innovations, is the Human Dimensions of Global Change project directed by Susan Hanson at Clark University, USA. The curriculum units produced by this project incorporate inquiry-based, active-learning strategies. </p> <p>A further example of recent curriculum innovation illustrates how productive collaboration might be. Drawing to some extent on ideas from higher education, a range of curriculum uses for Information and Communication Technology (ICT) in school geography has been developed and field-tested in schools in all three countries, for example in the Geographical Association/National Council for Educational Technology Geography/IT project in England (Hassell & Warner, 1995) and in the ARGUS project. There are interesting ideas to share including the notion of 'a minimum entitlement to IT through geography' (Burkill, 1996) and the possibilities of the virtual geography department and virtual fieldwork. However, despite attempts to encourage school-higher education interaction through, for example, some alliance activities in the USA where university and community colleges have shared developments in GIS and remote sensing or through the Computers in Teaching Initiative (CTI) for geography in the UK, such developments have, for reasons of funding and accessibility, taken place largely in separate contexts. </p> <hd id="AN0003458862-6"> Sharing Experience of Curriculum Research ... </hd> <p>As a result of the long tradition of innovation in school geography in England and Wales, the USA and Australia, there is a wealth of research and practical experience about the relative value and effectiveness of different approaches to dissemination and change (Graves, 1979; Downs, 1994). The lessons learnt in school contexts suggest that innovation is most effective when teachers are involved in an active way in devising their own approaches and materials, albeit with professional development and support (Steadman et al., 1980). There is evidence that highly prescriptive central curriculum initiatives have to some extent deprofessionalised teachers and downgraded school-based curriculum development (Rawling, 1996a). Geographers involved in higher education might welcome opportunities to reflect on and evaluate existing research and engage in collaborative research across the sectors. </p> <p>As an example of good practice in this area, state alliance activities in the USA stressed the role of the teacher as curriculum developer. Funding from the National Geographic Society in the 1980s and 1990s enabled high-profile summer training institutes at the national and state level to equip teachers with the skills and knowledge to disseminate ideas and resources further. This model was followed in the Human Dimensions of Global Change Workshops held at Clark University to develop university professors' curriculum development and teaching skills. </p> <hd id="AN0003458862-7"> ... and the Politics of the Curriculum </hd> <p>Recent curriculum developments have given school geography educators in all three countries experience in dealing with centralisation and political pressures. In England and Wales, the challenge has been to simplify and clarify an initially over-prescriptive National Geography Curriculum and to maintain teachers' professional expertise despite the centralised process of curriculum change (DES, 1991; Rawling, 1992). In Australia, challenges have been created by the emergence of Studies of Society and Environment (SOSE) as a 'Key Learning Area' within a Federal National Curriculum. While New South Wales and Victoria have identified history and geography as having the potential to contribute to SOSE, Queensland has developed a new subject to which geography and other 'social sciences' are expected to contribute. In the USA, the main issue has been the lack of a federal requirement to study geography, despite high profile initiatives to improve its quality through national standards. Implementation of the standards has been delegated to the individual states and so take-up and support vary widely (Bednarz, 1998). Changes to examination structures have frequently been influential in stimulating change in schools. For example, in Queensland, school-based curriculum development was encouraged by the removal of public examinations in favour of moderated school assessment. In the USA, high stakes state-level assessments have influenced both curriculum and instructional strategies. In the UK, the introduction of one-year sixth-form courses and a new key skills certificate alongside existing two-year A Level courses are intended to broaden the 16-19 curriculum (QCA, 1999). It is still too early to know whether these changes will result in the anticipated increase in geography enrolment but they will certainly provide new opportunities for collaboration and debate with higher education colleagues, particularly in relation to continuity and progression. </p> <p>In England and the USA there are age-related standards for 5-18 year-olds (Geography Education Standards Project, 1994; Rawling, 1996b) and such developments may be of interest to higher education colleagues as they face new demands for accountability and standardisation. In England the need to outline explicit standards, called benchmarks, for geography at degree level (QAA, 1998, 2000) has ensured consultation with school colleagues about standards 5-19, while benchmark standards trials, taking place early in 2000, will present further information about progression in learning (or lack of it) across the school-higher education divide. </p> <hd id="AN0003458862-8"> Teacher Education: the missing link? </hd> <p>An area of great significance that lends itself to school-higher education collaboration is teacher education. Geographers working in teacher education are in a unique position to understand school and higher education issues. In addition they are responsible for a substantial body of relevant geographical research into school teaching and learning (Forsyth, 1995; Foskett & Marsden, 1998) much of which might be shared with higher education colleagues. Clearly this is one part of the geographical education system that is of crucial importance and yet it has, perhaps, been under-represented in recent discussions. This may be due to teacher educators in the UK, USA and Australia largely occupying a separate niche, and academic publishing pressures are moving them nearer to their academic education colleagues rather than their subject colleagues. </p> <p>In England and Wales where the Dearing recommendations (1998) have resulted in an initiative to accredit teachers in higher education, there is an immediate rationale for dialogue with teacher educators. In the USA, teacher preparation has been characterised as the bete noire of geography (Boehm et al., 1994). No national geography networks have addressed this issue fully. The INLT has a role to play in bringing together geography teacher educators and academic geographers from different countries to explore common concerns about the role of geography in education. The flow of good geography graduates into teacher education and, subsequently, of well-trained teachers into schools, is crucial to the continuing health of geography at all levels. </p> <hd id="AN0003458862-9"> International Networks for School Geography </hd> <p>In creating new international links it must be recognised that there is an existing school geography network, the International Geographical Union's Commission on Geographical Education (IGU-CGE). Past activities of IGU-CGE have focused on the development of a global community of geographic educators through publications and international conferences. These have been of considerable interest, but inevitably only reach a limited international audience owing to conference travel costs and the tendency for national funding bodies not to see education as an international matter. More recent and successful IGU initiatives include the establishment of an IGU-CGE electronic mailing system and discussion network and the establishment of a journal, International Research in Geography and Environmental Education (IRGEE). Another linking activity, the development of an International Charter on Geographical Education, was a bold attempt to establish an agreed framework for good quality school curricula, but has suffered from the need to serve a wide range of countries and from a lack of dissemination in individual countries (Haubrich, 1992). </p> <p>Two lessons learned from IGU-CGE experiences caution INLT. First, INLT must be sensitive to participants' cultural differences in discourse, management styles, academic production and related issues. Writing about their experiences editing IRGEE, Lidstone and Gerber (1999, p. 219) state, "... we are left with the disturbing feeling that the result of all our endeavours favours both those whose first language is English and, perhaps more importantly, those whose cultural background--both personal and academic--rests in the English tradition". Second, IGU-CGE has not been successful in linking educational activities closely with the work of other IGU commissions. Consequently, matters of significance to higher education dealt with in the IGU-CGE such as the supply of geography teachers and the status and health of geography in schools do not reach the wider audience they deserve, whilst many of the big issues about teaching quality and central control of higher education are not discussed at all in the main IGU sessions. We believe that this is a strong argument for including school geography issues in INLT. </p> <hd id="AN0003458862-10"> Conclusions </hd> <p>The message drawn from the 1994 COBRIG Seminar (Rawling & Daugherty, 1996) was that constructive interchange between schools and higher education will only occur if new channels and networks for cross-sector activity are put in place. Dialogue between schools and higher education is already developing at a national level and indeed has, if anything, been given added impetus by centralised curriculum changes in all countries. School education has an established international network, which has potential for further expansion and development. All this activity should be seen as favouring increased dialogue between schoolteachers, teacher educators and geographers in higher education as an integral part of the proposed INLT. The following questions and areas with potential for co-operation are suggested. </p> <hd id="AN0003458862-11"> Enquiry/inquiry approaches to learning and teaching </hd> <p>How can higher education learning and teaching strategies build on and encourage progression from enquiry/inquiry work in schools? A first step for INLT might be to ensure greater exchange of information and understanding about approaches, standards expected and materials used in each sector. </p> <hd id="AN0003458862-12"> Curriculum development and change </hd> <p>How appropriate to higher education are models of school curriculum development and lessons learnt about the process of centralised curriculum change? The INLT might promote the sharing of experience through comparative papers and a seminar. In addition it might sponsor the development of curriculum multinationally as proposed by Parker et al. (1999). </p> <hd id="AN0003458862-13"> Pedagogical research </hd> <p>Could shared and exchanged research about learning and teaching in geography form the core of a successful school-higher education collaboration? In England in May 1999, an exploratory seminar on pedagogic research successfully brought together geographers from schools, teacher education and higher education (Rawling, 1999). The INLT might consider developing a joint research agenda involving geographers from each sector including teacher educators. </p> <hd id="AN0003458862-14"> Teacher education </hd> <p>Can the geography community co-operate to ensure a high-quality supply of teachers into both schools and higher education? The INLT might use this topic to open up a dialogue with the IGU-CGE. </p> <hd id="AN0003458862-15"> Existing networks </hd> <p>How can the INLT work most effectively alongside existing international networks such as the IGU? In the short term the INLT might define strategies for developing greater awareness of each other's activities and look for ways of encouraging reciprocal membership. In addition, INLT might engage in the development of a shared product, one addressing a common school-higher education issue related to geographic literacy or the development of curriculum materials focused on global issues. </p> <p>Correspondence: Sarah Witham Bednarz, Department of Geography, Texas A&M University, College Station, TX 77843-3147, USA. Tel: + 1 409845-1579. Fax: + 1 409862-4487. Email: s-bednarz@tamu.edu Sue Burkill, College of St Mark and St John, Derriford Road, Plymouth PL6 8BH, UK. Tel/Fax: + 44 (0)1752 761103. Email: stasnb@lib.marjon.ac.uk John Lidstone, Queensland University of Technology, Brisbane, Queensland, Australia. Eleanor M. Rawling, 8 Mill Paddock, Abingdon, Oxfordshire OX14 5EU, UK. Tel/Fax: + 44 (0)1235 533216. Email: EleRawling@aol.com </p> <hd id="AN0003458862-16"> REFERENCES </hd> <p>BEDNARZ, S.W. (1998) State standards: implementing geography for life, Journal of Geography, 97(<reflink idref="bib2" id="ref1">2</reflink>), pp. 83-89. </p> <p>BOEHM, R.G., BIERLEY, J. & SHARMA, M. (1994) The bete noire of geographic education: teacher training programs, in: R.S. BEDNARZ & J. PETERSEN (Eds) A Decade of Reform in Geographic Education: inventory and prospect, pp. 89-98 (Indiana, PA, National Council for Geographic Education). </p> <p>BURKILL, S. (1996) Trends in school geography and information technology, in: E.M. RAWLING & R.A. DAUGHERTY (Eds) Geography into the Twenty First Century (London, Wiley). </p> <p>DES. (1991) Geography in the National Curriculum (England) (London, HMSO). </p> <p>DEPARTMENT FOR EDUCATION (DFF). (1995) Geography in the National Curriculum (London, HMSO). </p> <p>DFEE & QCA. (1999) Geography, Key stages 1-3: the National Curriculum for England (London, HMSO). </p> <p>DOWNS, R.M. (1994) The need for research in geography education: it would be nice to have some data, in: R.S. BEDNARZ & J. PETERSEN (Eds) A Decade of Reform in Geographic Education: inventory and prospect, pp. 127-133 (Indiana, PA, National Council for Geographic Education). </p> <p>FORSYTH, A.S. (1995) Learning Geography: an annotated bibliography of research paths (Indiana, PA, National Council for Geographic Education). </p> <p>FOSKETT, N. & MARSDEN, B. (Eds). (1998) Bibliography of Geographical Education, 1970-1997 (Sheffield, The Geographical Association). </p> <p>GEOGRAPHY EDUCATION STANDARDS PROJECT. (1994) Geography for Life: National Geography Standards (Washington, DC, National Geographic Society). </p> <p>GRAVES, N.J. (1979) Curriculum Planning in Geography (London, Heinemann Educational). </p> <p>GRAVESTOCK, P. & HEALEY, M. (1998) Guides to good teaching, learning and assessment practices in geography, Journal of Geography in Higher Education, 22(<reflink idref="bib3" id="ref2">3</reflink>), pp. 425-426. </p> <p>HAGGETT, P. (1996) Geography into the next century: personal reflections, in: E.M. RAWLING & R. DAUGHERTY (Eds) Geography into the Twenty First Century (London, Wiley). </p> <p>HASSELL, D. & WARNER, H. (1995) Using IT to Enhance Geography: case studies at Key Stages 3 and 4 (Sheffield, Geographical Association). </p> <p>HAUBRICH, H. (1992) International Charter on Geographical Education (Nurnberg, Commission on Geographical Education). </p> <p>HEALEY, M. (1998) Editorial I: developing and internationalising higher education networks in geography, Journal of Geography in Higher Education, 22(<reflink idref="bib3" id="ref3">3</reflink>), pp. 277-282. </p> <p>LIDSTONE, J. & GERBER, R. (1999) Editorial: what does the word 'International' in International Research in Geographic and Environmental Education really mean? International Research in Geographic and Environmental Education, 8(<reflink idref="bib3" id="ref4">3</reflink>), pp. 219-22 I. </p> <p>NAISH, M., RAWLING, E.M. & HART, M. (1987) Geography 16-19: the contribution of a curriculum development project to 16-19 education (Harlot, Longman). </p> <p>NATIONAL COMMITTEE OF INQUIRY INTO HIGHER EDUCATION. (1998) Higher Education in a Learning Society (London, HMSO). </p> <p>PARKER, W.C., NINOMIYA, A. & COGAN, J. (1999) Educating world citizens: toward multinational curriculum development, American Educational Research Journal, 36(<reflink idref="bib2" id="ref5">2</reflink>), pp. 117-145. </p> <p>QUALIFICATIONS AND CURRICULUM AUTHORITY (QCA). (1998) Geographical Enquiry Key Stages 1-3: a discussion paper (London, QCA). </p> <p>QUALIFICATIONS AND CURRICULUM AUTHORITY (QCA). (1999) Curriculum Guidance for 2000: implementing the changes to 16-19 qualifications (London, QCA). </p> <p>QUALITY ASSURANCE AGENCY FOR HIGHER EDUCATION (QAA). (1998) Quality assurance: a new approach, Higher Quality, 4, pp. 2-21. </p> <p>QUALITY ASSURANCE AGENCY FOR HIGHER EDUCATION (QAA). (2000) Benchmarking Statement for Geography (Draft) (Gloucester, QAA). Also available at <ulink href="http://www.chelt.ac.uk/gdn/qaa">http://www.chelt.ac.uk/gdn/qaa</ulink></p> <p>RAWLING, E.M. (1991) Innovations in the geography curriculum 1970-1990: a personal view, in: R. WALFORD (Ed.) Viewpoints in Geography Teaching (Harlot, Longman). </p> <p>RAWLING, E.M. (1992) The making of a national geography curriculum, Geography, 77(<reflink idref="bib4" id="ref6">4</reflink>), pp. 292-309 </p> <p>RAWLING, E.M. (1996a) The impact of the National Geography Curriculum on school-based curriculum development in secondary geography, in: A. KENT, D. LAMBERT, M. NAISH & F. SLATER (Eds) Geography in Education: viewpoints on teaching and learning, pp. 100-132 (Cambridge, Cambridge University Press). </p> <p>RAWLING, E.M. (1996b) School geography: the key issues for higher education, Journal of Geography in Higher Education, 20(<reflink idref="bib3" id="ref7">3</reflink>), pp. 305-322. </p> <p>RAWLING, E.M. (1999) Exploring pedagogic research and the teaching and learning of geography, unpublished report of a seminar organised by the Higher Education Study Group of the Royal Geographical Society (with IBG), held in Coventry 13 May 1999. </p> <p>RAWLING, E.M. & DAUGHERTY, R.A. (1996) Geography into the Twenty First Century (London, Wiley). SCHOOL CURRICULUM AND ASSESSMENT AUTHORITY (SCAA). (1996) Consistency in Teacher Assessment. KS3 Exemplification of Standards: Geography (London, SCAA). </p> <p>SCHOOL CURRICULUM AND ASSESSMENT AUTHORITY (SCAA). (1997) Expectations in Geography at Key Stages 1 and 2 (London, SCAA). </p> <p>STEADMAN, S.D., PARSONS, C. & SALTER, B.C. (1980) Impact and Take-up Project--a second interim report to the Schools Council (London, Schools Council). </p> <aug> <p>By Sarah Bednarz, Texas A&M University, College Station, USA; Sue Burkill, College of St Mark and St John, Plymouth, UK; John Lidstone, Queensland University of Technology, Brisbane, Australia and Eleanor Rawling, University of Oxford, UK </p> </aug> <nolink nlid="nl1" bibid="bib2" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib3" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib4" firstref="ref6"></nolink>
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  Group: ID
  Data: EJ654715
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ654715
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 277
    Subjects:
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Futures (of Society)
        Type: general
      – SubjectFull: Geography
        Type: general
      – SubjectFull: Geography Instruction
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Organizations (Groups)
        Type: general
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Teacher Education
        Type: general
    Titles:
      – TitleFull: The International Network for Learning and Teaching Geography: Developing Links with School Education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Bednarz, Sarah
      – PersonEntity:
          Name:
            NameFull: Burkill, Sue
      – PersonEntity:
          Name:
            NameFull: Lidstone, John
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2000
          Identifiers:
            – Type: issn-print
              Value: 0309-8265
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Geography in Higher Education
              Type: main
ResultId 1