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Journal of Geography in Higher Education is a peer-reviewed journal published by Taylor & Francis, covering Geography Education and Pedagogy, Historical Geography and Geographical Thought, Educator Training and Historical Pedagogy.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Geography in Higher Education 12 (3): 45–58.
Formats any DOI in Journal of Geography in Higher Education style. No sign-up. |
| Publishes research in | Geography Education and Pedagogy Historical Geography and Geographical Thought Educator Training and Historical Pedagogy Geographic Information Systems Studies Geography and Education Methods |
| ISSN | 0309-8265 |
| Citation impact (2-yr) | 1.19 |
| h-index | 81 |
| i10-index | 804 |
| Total citations | 36,070 |
| Top institutions publishing here | University of Leicester |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
What objectives can lectures achieve? what factors affect the acquisition of information? what lecture techniques apply these factors most effectively? alternatives when lecturing is inadequate preparation for the use of lecture techniques.
This article guides readers through the decisions and considerations involved in conducting focus-group research investigations into students' learning experiences. One previously published focus-group study is used as an illustrative example, along with other examples from the field of pedagogic research in geography higher education. An approach to deciding whether to use focus groups is suggested,…
Linking research and teaching is a topic of international interest. The links may take many different forms and may be found in all types of higher education institution. The main aim of the paper is to explore the complexity and contested nature of the research-teaching nexus in different national and institutional contexts, with particular reference…
Abstract Virtually all lecturers in geography recognise the importance of fieldwork as a vital mode of teaching in the subject. This paper draws on material produced as part of a HEFCE review of teaching and learning in the field and assesses the implications of recent changes in higher education for field studies in geography. The…
This paper reports on research that investigates the effectiveness of residential field courses in geography, earth science and environmental science courses at UK institutions of higher education. The research focuses on the effects of fieldwork in the affective domain, which is thought to be linked to the adoption of effective approaches to learning. Approximately 300…
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