A Map Is More than Just a Graph: Geospatial Educational Research and the Importance of Historical Context

Autor/in	Kelly, Matthew Gardner
Titel	A Map Is More than Just a Graph: Geospatial Educational Research and the Importance of Historical Context
Quelle	In: AERA Open, 5 (2019) 1 PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
DOI	10.1177/2332858419833346
Schlagwörter	Educational Policy; Spatial Ability; Geographic Information Systems; Geographic Distribution; Educational History; Data Analysis; Context Effect; Visualization; Equal Education; Educational Opportunities; Maps; Sociocultural Patterns; School Choice; Zoning; Attendance; Educational Equity (Finance); School Segregation; Political Divisions (Geographic); Taxes; School District Reorganization; Interdisciplinary Approach; School Districts; Trend Analysis; Time; California + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Räumliches Vorstellungsvermögen; History of education; Bildungsgeschichte; Auswertung; Visualisation; Visualisierung; Bildungsangebot; Bildungschance; Map; Karte; Soziokulturelle Theorie; Choice of school; Schulwahl; Raumordnung; Anwesenheit; Politische Gliederung; Abgabe; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; School district; Schulbezirk; Trendanalyse; Zeit; Kalifornien
Abstract	In this article, I discuss the promise of geospatial techniques for education policy research and how increased attention to the historical context of spatial data can enhance that work. While scholarship utilizing geographic information systems has added considerable breadth to our understanding of education policy, recent geospatial studies in education policy tended to neglect long-term, historical trends. Drawing on research in geography dealing with temporality, this article discusses the critical importance of historical context for spatial analysis. Then, to illustrate this point, I use the example of education policy research on school district boundaries to suggest the benefits of extending our temporal frame when conducting geospatial educational research. Greater attention to the historical context of geospatial data can (1) help policy researchers generate new research questions, (2) enhance their use of quantitative spatial analysis techniques, and (3) deepen their understanding of the underlying causes of contemporary patterns in the distribution of educational opportunity. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01