![Sample our Geography journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5937/TOC-Subject-Sample-2021-Geography.jpg"})
This paper examines differences in interpretation of geography curriculum in the context of current debates in the United States on the utility of national standards. Classroom teachers and geography lecturers in Texas were asked to describe their understanding of the Texas state‐mandated curriculum in World Geography, a high school course (Texas Education Agency, 1988). Analysis of the responses indicates that state‐imposed curriculum means different things to different teachers and has a variety of meanings for geographers. There is little match in the expectations that university lecturers and teachers have for student learning. This situation is seen as an argument in favour of rich, detailed national standards in geography.
- Choose new content alerts to be informed about new research of interest to you
- Easy remote access to your institution's subscriptions on any device, from any location
- Save your searches and schedule alerts to send you new results
- Export your search results into a .csv file to support your research