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Post-16 and Higher Education Geography Research
Post-16 and Higher Education (HE) geography is distinct from primary and secondary geography in many ways. These differences are present both in the breadth and depth of the content taught, and the distinctive transition that these educational contexts mark out for young people on the brink of employment or making a transition towards increased independence in the world.
Evidently there will also be much overlap with geography education research that does not take as its primary focus a post-16 or Higher Education context nevertheless being extremely relevant to practitioners in these fields and vice-versa. The purpose of this selection is to identify geography education research that takes as its primary focus a Post-16 or HE context, in the hope that it might stimulate further research and debate in these important aspects of geography education.
Key sources of Geographical Education Research
Key books
- Powell, A. (ed.) (1997), Handbook of post-16 geography Sheffield: Geographical Association
- Walkington, H., Hill, J., Dyer, S. (2019), Handbook for teaching and learning in Geography Cheltneham: Edward Elgar
Key research articles
- ALCAB (2014) Report of the ALCAB report on Geography
- Lambert, D. and Reiss, M. (2014), The place of fieldwork in geography and science qualifications Institute of Education, University of London
- Whittall, D. (2019) ‘Learning powerful knowledge successfully: Perspectives from sixth form geography students’, Impact
- Birnie, J. (1999), ‘Physical geography at the transition to higher education: the effect of prior learning’, Journal of Geography in Higher Education 23: 1 pg 49-62
- Brooks, C. (2008) ‘Geographical knowledge and teaching geography’ International Research and Geographical and Environmental Education 15: 4 pg 353-369
- Edmondson, S., Speake, J., Crawford, K., and Whiteside, D. (2009), ‘International geography fieldwork as a catalyst for university and school collaboration’, Journal of Geography in Higher Education 33: 3 pg 393-408
- Evans, M. (2016) Reflections on the changes to A Level Geography, Geography, 101, 3, 156-163
- Feretti, J. (2007), ‘What influences students to choose geography at A Level?’, Geography 92: 2 pg 137-147
- Healy, G. and Walshe, N. (2020), ‘Real-world geographers and geography students using GIS: Relevance, everyday applications and the development of geographical knowledge’, International Research in Geographical and Environmental Education 29: 2 pg 178-196
- Hill, J. and Jones, M. (2010), ‘Joined-up geography’: connecting school-level and university-level geographies’, Geography 95: 1 pg 22-32
- Keylock, C. (2006), ‘Reforming AS / A2 physical geography to enhance geographic scholarship’, Geography, 91: 3 pg 272-279
- Kinder, A. (2018), ‘Acquiring geographical knowledge and understanding through fieldwork’, Teaching Geography 43: 3 109-112
- Maguire, S., Evans, S. E., and Dyas, L. (2010), “Approaches to learning: A study of first year geography undergraduates”, Journal of Geography in Higher Education 25: 1 pg 95-107
- Marriott, A. (2007), ‘The transition from A Level to degree geography’, Teaching Geography 32: 1 pg 49-50
- Munowenyo, E. (2007), ‘Assessing the quality of essays using the SOLO taxonomy: Effects of field and classroom-based experiences by ‘A’ Level geography students’, International Research in Geographical and Environmental Education 16: 1 pg 21-43
- Rawling, E. (1996), ‘School geography: some key issues for higher education’, Journal of Geography in Higher Education, 20: 3 pg 305-322
- Rawling, E. 2015. Spotlight on Curriculum change and examination reform for geography 14 -19. Geography,100, 3, 164-168
- Rawling, E. 2016. The geography curriculum 5-19: What does it all mean? Teaching Geography, 41, 1, 6-9
- Roulston, S. and Clarke, L. (2003), ‘A Level geography decision-making exercises in a virtual learning environment’, Geography 88: 2 141-148
- Tate, S. and Swords, J. (2013), ‘Please mind the gap: students’ perspectives of the transition in academic skills between A-Level and degree-level geography’, Journal of Geography in Higher Education 37: 2 pg 230-240
- Trend, R. (2009), ‘Influences on future UK Higher Education students’ perceptions and educational choices across Geography, Earth and Environmental Sciences (GEES)’, Journal of Geography in Higher Education 33: 2 pg 255-268
- Trolley, S. (2020), ‘Prisoners of geography? How contextualising a book can develop students’ understanding of geography’, Teaching Geography 45: 2 pg 72-74
- Walcott, S. (1999), ‘Fieldwork in an urban setting: structuring a human geography learning exercise’, Journal of Geography 98: 5 pg 221-228
- Warn, S. (2012), ‘Teaching about conflicts at post-16’, Teaching Geography 37: 2 57-59
- Yarwood, R. and Tyrell, N. (2012), “Why children’s geographies?”, Geography, 97: 3 pg 123-128
- Butt, G. (1996), ‘Student assessment in geography post-16’, in Tilbury, D. and Williams, M. (eds.), Teaching and learning geography Routledge pg 298-309
- Castree, N. (2005). Whose geography? Education as politics. In N. Castree, A. Rogers & D. Sherman (Eds.), Questioning Geography: Fundamental Debates (pp. 294-307). Malden, USA: Blackwell Publishing Ltd.
- Castree, N., Fuller, D. and Lambert, D. (2007), “Geography without borders”, Transactions of the Institute of British Geographers, 32: 2 pg 129-132
- Moulton, V., Sullivan, A., Henderson, M. Ander, J. (2018) “Does what you study at age 14–16 matter for educational transitions post-16?”, Oxford Review of Education 44: 1 pg 94-117
- Vernon, E., 2019. Teaching to the epistemic self: ascending and descending the ladder of knowledge. The Curriculum Journal, 31,1, 27-47.
- Winter, C. (2012), ‘Geography and education III: Update on the development of school geography in England under the Coalition government’, Progress in Human Geography 37: 3 442-451
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