Literaturnachweis - Detailanzeige
| Autor/inn/en | Kozak, Stephanie L.; Dobson, Jerome E.; Wood, Joseph S. |
|---|---|
| Titel | Geography's American Constituency: Results from the AGS Geographic Knowledge and Values Survey |
| Quelle | In: International Research in Geographical and Environmental Education, 24 (2015) 3, S.201-222 (22 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1038-2046 |
| DOI | 10.1080/10382046.2015.1034457 |
| Schlagwörter | Geography; Geography Instruction; Adults; Public Opinion; Knowledge Level; Online Surveys; Racial Differences; Educational Attainment; Colleges; Values; Natural Disasters; Political Issues; Elementary Secondary Education |
| Abstract | Does geography have an American constituency? Setbacks for the discipline at all levels of education over the past 65 years would suggest that geography is universally unpopular in the United States, but is that really true? The American Geographical Society (AGS) polled adult US residents on their understanding of the discipline itself and appreciation for geography and geographic education. Responses to the AGS Geographic Knowledge and Values Survey overwhelmingly indicate that a strong pro-geography constituency does exist, though at present it can only be proven within a specific cohort consisting of adult US residents who are more female, more educated, and less ethnically and racially diverse than the overall population. Respondents in this cohort overwhelmingly support expanded geographic education within the US, but overall knowledge regarding key geographic concepts and the discipline itself is weak. The results have policy implications for all education levels and strengthen the case for increased funding of geographic education. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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