The Geography Teacher最新文献

{"title":"Using ArcGIS Field Maps in the Classroom","authors":"Kalyn M. Rossiter","doi":"10.1080/19338341.2022.2117719","DOIUrl":"https://doi.org/10.1080/19338341.2022.2117719","url":null,"abstract":"The field of geography especially lends itself to fieldwork, getting students out of the classrooms and into the real world. Furthermore, studies have shown that when traditional lecture style is replaced at least in part with approaches that incorporate active learning, students earn higher examination grades and have a greater chance of passing the course (e.g., Freeman et al. 2014). Active learning helps students make a connection to the material learned in class lectures and increases student knowledge. Pedagogy that employs active learning is fundamental at Ohio Northern University (ONU). It involves hands-on activities, rather than traditional lecture-style classes, where students learn by doing and then reflect on their experience to encourage thinking (Scheyvens et al. 2008). Examples of active learning include field trips (e.g., Krakowka 2012; Kolb 1984), film as a pedagogical aid (e.g., Anderson 2013), discussion groups (e.g., Buckley et al. 2004), and volunteer work (e.g., Yarwood 2005). Active learning techniques, along with a clear class structure and an enthusiastic instructor, have been shown to increase student attendance rates and higher cognitive functions (Revell and Wainwright 2009). With this in mind, this article discusses how university students can get out of the classroom and engage with the community by utilizing mobile technology, an increasingly common tool in higher education (Pánek and Glass 2018). We discuss using ArcGIS Field Maps in a university geographic information systems (GIS) course. Using GIS creates competent spatial thinkers through improving a student’s map-reading skills and their ability to solve spatial problems and reason spatially (Madsen and Rump 2012). Adding an emphasis on primary data collection methods within a GIS course can allow students to have a better understanding of how data are collected in the real world and create a better link to the data provided to them by the in-class instructor. Furthermore, fieldwork can lead to a better understanding of managing data capture projects and workflows. Mobile applications in the classroom have increased, especially within GIS courses. Cell phones and tablets equipped with global navigation satellite systems (GNSS) are also more widely used (Nowak et al. 2020). With the increased accuracy of GNSS (Dabove, Pietra, and Piras 2020), students are able to use their cell phones for classroom work to gain valuable skills using high-impact methods (Phantuwongraj, Chenrai, and Assawincharoenki 2021). In addition, these skills are transferable to the workforce, as digital field skills are necessary to prepare students for careers in geoscience (Lundmark, Augland, and Jørgensen 2020). The U.S. Bureau of Labor Statistics forecasts a 12% increase in cartography and photogrammetry jobs between 2016 and 2026 (U.S. Bureau of Labor Statistics 2020). Government agencies and private companies are utilizing mobile technology in mapping. For example, the Silver Lake Wa","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127436983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping Song Lyrics in an Introduction to Geographic Information Systems Course: A Lesson Using ArcGIS Online","authors":"Joseph Tokosh","doi":"10.1080/19338341.2022.2117721","DOIUrl":"https://doi.org/10.1080/19338341.2022.2117721","url":null,"abstract":"Using geographic information systems (GIS), spatial data, and web mapping tools to enrich teaching and learning in geography courses is an effective way to integrate critical thinking and spatial analysis into the classroom (or virtual classroom). GIS incorporation into instruction has evolved in recent years through in-person techniques and online and remote teaching strategies (Allen, Thompson, and Hansen 2013; Mann 2018; Kerski 2019; Schnitzler 2020). This piece builds on the Software-as-a-Service concept in GIS teaching (Kerski 2020). Cloud-based GIS for instruction has many implications. The ability to use any device (computer, phone, tablet) at any time to map, analyze, visualize, and present data and results instantly eliminates the need for file storage and transfer via physical media, email, or virtual storage mediums. Maps, data, and results can be saved and shared from the web portal cloud and enable a collaborative and convenient learning environment (Manson et al. 2014). Expenses associated with computer labs, software, and licensure operations are mitigated. A bring-your-own-device model, a one-computer-per-student model, or a shared computer cart among a department are all feasible options for cloud-based GIS instruction. Web and cloud-based GIS also support the post–COVID-19 instructional environment that exists for many instructors and students. The pandemic greatly accelerated the development and deployment of web-based GIS into courses (Quinn 2021). The benefits of free and open-source GIS platforms are multifaceted. In a time of financial instability for universities and their students, free-to-use programs like ArcGIS Online are invaluable. An additional benefit is the ability of students to follow along with live demonstrations in real time or to watch recordings of the demonstrations at their own pace. Pausing and replaying the recordings as needed is an advantage that cannot be offered in face-to-face class meetings. Additionally, the ability to update data sets in real time provides a temporal element that can help students understand some foundational themes of geography. Earth and its population are changing spatially and temporally, at different scales, and the relationship between Earth and people can be explored through analyzing topics such as weather, climate, landforms, land use, population, economics, and trade using GIS. Maps can be modified through changing symbology, scale, or classification schemes. Through doing this, students learn how powerful maps are as mediums of information communication. All of these components are brought together in this lesson of mapping song lyrics through ArcGIS Online. This lesson was inspired by a colleague who discussed a map he was making for an associate that involved mapping out song lyrics to Keith Urban songs. The concept of finding the songs, analyzing the lyrics for place names, creating the data set, mapping, and visualizing the song lyrics caught my attention. In addi","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128925684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Craft Breweries, Neolocalism, and the Geography Classroom","authors":"Robert Briwa","doi":"10.1080/19338341.2022.2117722","DOIUrl":"https://doi.org/10.1080/19338341.2022.2117722","url":null,"abstract":"Neolocalism profoundly shapes post-twentieth and early twenty-first century North American cultural landscapes. Neolocalism is a deliberate cultivation of regional and local identities, borne out of a perceived need to “forge better geographical identities” in a globalized world (Shortridge 1996, 10). Neolocalism shapes economics, local and regional identity, sense of place, and social patterns and processes. Its expressions in landscape, food, advertisement, and other socioeconomic practices are deliberate mechanisms for organizing space. Through neolocal processes, the local specificities of places emerge as a response to the homogenizing effects of globalization (Zelinsky 2011; Schnell 2013). Since the late 1990s, North American cultural geographers explore neolocalism through its connection to, and expression within, craft brewing industries (Flack 1997). Inspired by Schnell and Reese (2003) and others (e.g., Flack 1997; Mathews and Patton 2016; Fletchall 2016), the following lesson plan uses craft brewery products to introduce neolocalism to university-level Human Geography students. After surveying geographical literature on the intersections of neolocalism and craft brewing, the lesson plan describes a procedure for use in university Human Geography classrooms. Throughout, it ensures optimal learning outcomes by adapting insights from established best practices in geography pedagogy (e.g., Rose 1996; Park 2003; Revell and Wainwright 2009). Participating students learn the concept of neolocalism, identify ways craft brewers construct neolocal identity, and learn and practice the basics of qualitative content analysis. Qualitative content analysis methods include a range of techniques used to analyze diverse forms of cultural texts. The qualitative content analysis introduced here is derived from work by cultural geographers engaging in visual and textual analyses (e.g., Wyckoff and Dilsaver 1997; Schnell and Reese 2003; Briwa and Wyckoff 2020; Briwa and Bergmann 2020; Bergmann and Briwa 2021). This form of content analysis identifies major themes expressed by cultural texts and recognizes how researchers’ subjective experiences shape processes of identification. It also offers space for reflection on the complex meanings associated with place identity. The lesson contributes to ongoing discussions about the geographies of food and ways in which they can be introduced into geography classrooms (Bosco 2020; Lane, Pedrick, and Mueller 2020; Harner 2020; Greenleaf and Robinson 2020). The place-specificity of food and drink is undeniable. For example, combined soil, climatic, and topographic conditions shape the character of grapes (and subsequently wine) produced at a given place, giving rise to the terroir concept, or the “taste of place.” Neolocalism is an important extension of the terroir concept, explicitly highlighting how human factors—history, social practices, and economic activities—play a role in the production and consumption of foo","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"531 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113996634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editor’s Notebook","authors":"Rebecca Theobald","doi":"10.1080/19338341.2022.2131145","DOIUrl":"https://doi.org/10.1080/19338341.2022.2131145","url":null,"abstract":"","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124382202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The South Carolina Healthy Communities Index: Visualizing Health Inequality Using Interactive Maps and Dashboards","authors":"Steve Borders","doi":"10.1080/19338341.2022.2117720","DOIUrl":"https://doi.org/10.1080/19338341.2022.2117720","url":null,"abstract":"Health inequality continues to be a persistent and pernicious problem throughout much of the United States. Utilizing publicly available data from the Centers for Disease Control and Prevention (CDC), we detail how undergraduate public health and health administration students analyzed health inequities at the census tract level in South Carolina using ArcGIS Online via remote learning during the COVID-19 pandemic. The South Carolina Healthy Communities Index facilitates easier and more effective comparisons across geographies and communities, providing students with a consolidated view of how communities are faring concerning their overall community health. Students added race and ethnicity data from the American Community Survey to facilitate greater context and understanding of health disparities in South Carolina. The lesson concludes with the creation of an interactive dashboard that brings a deeper understanding of the issues that matter through visualizing key trends and occurrences all without specialized software or a computing lab.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122926999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching and Learning GIS in the Time of COVID-19: Lessons from GIS Professors from an Autoethnographic Perspective*","authors":"C. M. Thompson, F. Bowlick","doi":"10.1080/19338341.2022.2072360","DOIUrl":"https://doi.org/10.1080/19338341.2022.2072360","url":null,"abstract":"Teaching courses in geographic information science (GIS) requires engagement with software, domain knowledge, information technology infrastructure, and teaching pedagogy, among other areas of practice (DeMers 2016). A robust literature exists and continues to grow concerning how to teach GIS, including the structure and format of courses; which topics or components to include in a course; and what data, platforms, or examples to use while teaching (Kemp, Goodchild, and Dodson [1992], for example). These questions exist across the spectrum of GIS topics and coursework. They are pertinent in the introductory GIS classroom, where learners first encounter formal GIS instruction with a broad background and comfort with the underlying fundamentals of GIS (Bowlick, Bednarz, and Goldberg 2016). These fundamental components—spatial thinking, geographic awareness, computational thinking, and technical expertise (to name a few)—are difficult to standardize or establish a baseline when beginning instruction (Jakab, Ševcík, and Grežo 2017). Teaching GIS remains difficult despite a bvy of introductory textbooks, lab manuals, walkthroughs, and training resources. Pandemic teaching during COVID-19 has further magnified the unsustainable and fraught nature of teaching across schools and universities worldwide (Singer 2020). The remote turn to emergency remote teaching (ERT)—so-called “Zoom University” (Martin et al. 2020)—brings with it immense challenges of access, equity, outreach, and mental health that are impossible to understand and quantify (Heim 2020; Hodges et al. 2020). Distance or online education is a distinct practice and mode of teaching and learning with unique theories, areas of inquiry, and best practices (Moore 1991). However, for decades, online learning has been researched, resulting in well-formed theoretical practices for online instructional design, development, and implementation (Hodges et al. 2020). Since March 2020, however, teaching and learning have crashed into this space due to ERT. ERT is different from online learning in that it is “a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances” (Hodges et al. 2020) for a course that would normally be delivered through hybrid or face-to-face classrooms. ERT is not meant to utilize strategies from online learning; rather, ERT requires creative problem solving and quick adaptability. As a result, there is an upending of everyday struggles (but not replacing them); a magnification of existing student issues of access, technology, and equity (but not addressing them); and significant uncertainties and lack of sustainability can fester for whatever comes “after” the pandemic (Lieberman 2021). Instructional demands are not the only demands placed on K–16 teachers during a global pandemic or so-called normal times. The non-teaching components of these positions are still present and pressuring in these environments. Tenure-track faculty, graduate s","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134529792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges and Obstacles of Teaching Geography during the First Wave of COVID-19 Outbreaks: Lessons Learned from Several Provinces in Indonesia","authors":"A. Ashari, E. P. N. Saputro, S. Jamaludin","doi":"10.1080/19338341.2022.2080243","DOIUrl":"https://doi.org/10.1080/19338341.2022.2080243","url":null,"abstract":"In 2020, the COVID-19 pandemic became a global problem with a massive impact on people’s lives and habits, caused an unprecedented health crisis in various countries, and influenced the economy and social structure of society (Favale et al. 2020), including the education sector. Burgess and Sievertsen (2020) predicted that the global lockdown of educational institutions would cause major interruptions in learning at various levels of education, from elementary school to higher education. In Indonesia, a great transition occurred, from face-to-face learning in classrooms to online learning. In addition to causing the closure of schools, colleges, and universities in many countries (Burgess and Sievertsen 2020), the COVID-19 pandemic also affected the way teachers teach and the way students learn during this period. For health reasons, face-to-face learning during normal periods was substituted by online learning (Chiodini 2020; Ng and Or 2020). Murphy (2020) calls this “emergency e-learning” with a rapid transition. In Indonesia, another problem was that the massive changes occurred unexpectedly and suddenly and were not enhanced with adequate preparation. In addition, certain disciplines require readjustment on how to teach virtually, especially when teaching complex and difficult material. Online learning designed to develop higher-order thinking skills requires strong preparation. However, this learning model is hard to implement if teachers are not familiar with the appropriate methods. Challenges become even greater due to variation in technology readiness, culture, and infrastructure support between regions. Geography courses at the senior high school (SHS) level also face challenges and difficulties when classroom learning must be carried out online because geography requires intensive teacher assistance, detailed explanations, and hands-on practices to strengthen students’ understanding. For example, in delivering physical geography materials, having students study from a textbook is insufficient. Markuszewska, Tanskanen, and Subiros (2018) explain that physical geography learning requires an experiential learning model that accommodates learning by doing. Intensive teacher assistance is needed when conflicting information is encountered (Knight 2007). How will emergency online learning accommodate these approaches so that learning objectives can be achieved when traditional methods are implemented? This paper offers alternative information about challenges faced by geography teachers in implementing online learning during the first wave of COVID-19 outbreaks in Indonesia. This paper is based on the experiences of teachers from various regions in Indonesia. First, we describe how online teaching and learning are performed by teachers. Second, we examine various obstacles faced by teachers during online learning. Third, we gather ideas for future online learning developments to prepare for emergency situations to achieve sustainable and qua","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124739136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Kindergarten Geography Classrooms: The Way Forward Amid COVID-19","authors":"S. Shekhar","doi":"10.1080/19338341.2022.2079703","DOIUrl":"https://doi.org/10.1080/19338341.2022.2079703","url":null,"abstract":"Change can be for good as well as distressing. When the World Health Organization declared COVID-19 a deadly pandemic on March 11, 2020, trauma ensued across the world (Mishra, Gupta, and Shree 2020; Shekhar 2021). Children at home thought that they would return to school after a couple of weeks, but instead, many schools ended up shutting down for the entire year. The world switched to distance learning classes (Pandey et al. 2022). Out of fear of spreading disease, students were not allowed to socialize, interact, or experience their environment (Arshad, Afzal, and Hussain 2020). A recent survey by the American Educational Research Association indicated that a significant proportion of parents experienced a high level of stress due to their children’s struggles with distance learning (Dodd 2021). COVID-19 disrupted the education sector. It is a lost class altogether for a few students, whereas, for others, it is a testing time with distance learning issues, network issues, psychological well-being, and so on. The pandemic has affected student communities, families, and teachers. The question of how to offer value-added courses remotely that support the learning and psychological well-being of students, teachers, and parents is a significant concern even with the easing of restrictions (Daniel 2020). Going to school promotes the skills of kindergarten students. In-person schools are entertaining, boost social skills and consciousness, and increase brain capacity. Even a relatively short period in school offers opportunities for student growth, and even a short time of missed school will have far-reaching consequences on mental development (Park, Tiwari, and Neumann 2020). Kindergarten students sit before the screen during distance learning classes and listen to the teacher alone. Students hardly connect with their classmates (Lau and Lee 2021; Park, Tiwari, and Neumann 2020). Such instances will have adverse consequences on the mental well being on the students. Analysis of how COVID-19 has affected students will occupy researchers for years to come. Recognizing that many circumstances, from weather disasters to war, may cause disruption in students’ ability to learn in person, this review presents strategies and tools to teach geography to kindergartners remotely. What Makes an Excellent Distance Learning Kindergarten Teacher?","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116764253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validating the Spaces of Our Lives in Geography Education: A Response to the Pandemic","authors":"A. Rees, Marlena Harwood, Maggie Praley, B. Wee, Thomas A Duster","doi":"10.1080/19338341.2022.2070235","DOIUrl":"https://doi.org/10.1080/19338341.2022.2070235","url":null,"abstract":"Space is the product of spatial and social relations (Massey 2005). As educators, we are constantly moving in and out of physical or virtual spaces in classrooms. In geography education particularly, space is integral to teaching and learning. For example, students situate spatial knowledge within social contexts to make sense of geographical concepts (Wee et al. 2013). Classrooms are also spaces where knowledge production and meaning-making occur. The COVID-19 pandemic has fundamentally altered these spaces and, in doing so, dramatically shifted how geography is taught and learned. While online courses were not a new instructional mode, the rapid transition to fully online and remote instruction in March 2020 meant that student learning—which largely occurred in shared spaces on a campus—had now shifted to personal spaces, surrounded by all the distractions and trappings of real life. For many of us, especially those new to online/remote learning, these spaces simultaneously served as classroom, work cubicle, and social hub, and the formerly stark partitions among academic, professional, and personal worlds dissolved. Instructors also had to cope with altered modes of instruction and consequent curricular changes from their newly homebound spaces, which often included children in need of their own instructional support and other teleworking family members. Without the commute that typically accompanies the transition among educational, professional, and social spaces, there were few opportunities for students and instructors to retool their minds in preparation for the next Zoom call. In addition, the lack of a physical classroom space confounded the notion of student connection, community, and inclusion, which is all the more important when students are struggling with isolation and potentially volatile homes. Now over two years onward, the convolution of norms in these different spaces have exacted a substantial toll on students and instructors alike. In the Department of Geography & Environmental Sciences (GES) at the University of Colorado Denver (CU Denver), we recognize the importance of not only adapting to this new instructional landscape but also validating the diverse realities that all of us face in (and out of) online/remote classrooms. For example, how do geography instructors nurture classroom communities through a computer screen, how do we engage and also support our students, and how does always being in the same “place” shape our understanding of self and the broader partitioning of our lives into work, school, and/or personal time? These questions are central to advancing an inclusive education, which we define as attending to the different spaces where teaching and learning occur and the opportunities/challenges that accompany them. Acknowledging the importance of spaces in these contexts can offer insights into how we enrich geography education for all.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125352650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"To Conference or Not to Conference?","authors":"Larianne Collins","doi":"10.1080/19338341.2022.2092532","DOIUrl":"https://doi.org/10.1080/19338341.2022.2092532","url":null,"abstract":"","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131522250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}