Dr. Palmer-Moloney is an assistant professor of geography at the State University of New York, Oneonta, New York 13820.
THE CLASSROOM AS THE FIELD FOR STUDYING GEOGRAPHICAL EDUCATION
Version of Record online: 21 APR 2010
2001 American Geographical Society
Volume 91, Issue 4, pages 641–654, October 2001
How to Cite
PALMER-MOLONEY, L. J. and BLOOM, E. (2001), THE CLASSROOM AS THE FIELD FOR STUDYING GEOGRAPHICAL EDUCATION. Geographical Review, 91: 641–654. doi: 10.1111/j.1931-0846.2001.tb00245.x
- Issue online: 21 APR 2010
- Version of Record online: 21 APR 2010
- geographical education;
- spatial intelligence;
ABSTRACT. Recent attempts by U.S. politicians to reform the nation'sschools have shifted the goal of education to school accountability as assessed in standardized testing. Such an emphasis undermines geographical education in schools because of geography'ssuperficial representation in tests and in the social studies curriculum. Fieldwork done in the classroom can point to means of circumventing this dilemma. Collaborative fieldwork between college faculty members and public-school teachers has the potential for adding geography to the social studies curriculum in a substantive way. Work conducted jointly by Hartwick College and the Oneonta (New York) Middle School exemplifies such a partnership.