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Peer reviewedNel, Etienne – Journal of Geography in Higher Education, 1999
Reviews the series of books, "The Geography Discipline Network Guides on Teaching, Learning, and Assessment," produced by the Geography Discipline Network. Reveals two strengths of the series: (1) it provides practical guidelines on improving traditional teaching strategies; and (2) it promotes active learning. Considers the potential…
Descriptors: Active Learning, Book Reviews, Cultural Relevance, Educational Background
Peer reviewedButterfield, Graeme; Datta, Kavita; Davie, Tim; Gray, Murray; Hall, Ray; Lee, Roger – Journal of Geography in Higher Education, 1999
Reviews the series of British books entitled "The Geography Discipline Network Guides on Teaching, Learning and Assessment." Believes that the series will inspire teachers to think about educating students in new and positive ways and could sustain a system of higher education based on the values presented in the guides. (CMK)
Descriptors: Active Learning, Book Reviews, Curriculum Development, Educational Change
Peer reviewedPawson, Eric – Journal of Geography in Higher Education, 1999
Comments on the series of British books entitled "The Geography Discipline Network Guides on Teaching, Learning, and Assessment." Stresses that the guides lacks relevant information for geography teachers in New Zealand or Australia, but contends that some of the information can be adapted for educators in these countries. (CMK)
Descriptors: Active Learning, Book Reviews, Cultural Relevance, Educational Change
Peer reviewedLatz, Gil – Journal of Geography in Higher Education, 1999
Expounds that "The Geography Discipline Network Guides on Teaching, Learning, and Assessment" that were produced by the English Geography Discipline Network are a worthwhile addition to the efforts to promote geographic literacy. Maintains that there are deficiencies since the guides aim only at individual lecturers and instructors of geography.…
Descriptors: Active Learning, Audiences, Book Reviews, Educational Assessment
