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International Research in Geographical and Environmental Education Volume 25, 2016 - Issue 1
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Articles

Some perceptions of English geography textbook authors on writing textbooks

Jongwon LeeDepartment of Social Studies Education, Ewha Womans University, 52 Ewhayeodae-gil, Seodaemun-gu, Seoul120-750, South KoreaCorrespondence[email protected]
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Simon CatlingSchool of Education, Oxford Brookes University, OxfordOX2 9AT, United KingdomView further author information
Pages 50-67 | Received 14 Apr 2014, Accepted 23 Oct 2014, Published online: 02 Nov 2015

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Deepak Basyal & Bhesh Raj Mainali. (2023) Mathematics textbook: motivation, experiences, and didactical aspect from authors’ perspectives. Research in Mathematics Education 25:3, pages 323-341.
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Joe Usher. (2023) Africa in Irish Primary Geography Textbooks: developing and applying a Framework to investigate the potential of Irish Primary Geography textbooks in supporting Critical Multicultural Education. Irish Educational Studies 42:1, pages 123-143.
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Xi Xiang, Yaling Chen, Yuan Fang & Qi Zhang. (2022) How Key Competencies Progress across School Terms? A Study of “Activities” in Geography Textbooks for Secondary Schools. Journal of Geography 121:2, pages 67-76.
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Jongwon Lee, Simon Catling, Gillian Kidman, Robert Bednarz, Uwe Krause, Andoni Arenas Martija, Koji Ohnishi, Di Wilmot & Stefanie Zecha. (2021) A multinational study of authors’ perceptions of and practical approaches to writing geography textbooks. International Research in Geographical and Environmental Education 30:1, pages 54-74.
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Mary Lawhon & Lené Le Roux. (2019) Southern urbanism or a world of cities? Modes of enacting a more global urban geography in textbooks, teaching and research. Urban Geography 40:9, pages 1251-1269.
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Helen Fyfe & Richard Yarwood. (2018) Textbooks: bridges or barriers to university geography?. Geography 103:2, pages 93-96.
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Steven Puttick, John Paramore & Nick Gee. (2018) A critical account of what “geography” means to primary trainee teachers in England. International Research in Geographical and Environmental Education 27:2, pages 165-178.
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Jongwon Lee & Simon Catling. (2017) What do geography textbook authors in England consider when they design content and select case studies?. International Research in Geographical and Environmental Education 26:4, pages 342-356.
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Articles from other publishers (7)

Deya Chakraborty & Gillian Kidman. (2021) Inquiry Process Skills in Primary Science Textbooks: Authors and Publishers’ Intentions. Research in Science Education 52:5, pages 1419-1433.
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Juan Antonio García-González, Saúl García Palencia & Irene Sánchez Ondoño. (2021) Characterization of Environmental Education in Spanish Geography Textbooks. Sustainability 13:3, pages 1159.
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F I Aksa & B Handoyo. (2019) A conceptual model of the geography textbook 21 st century in enhancing thehigher order thinking skill . Journal of Physics: Conference Series 1321:3, pages 032109.
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Fengtao Guo, Joseph Lane, Yushan Duan, Joseph Stoltman, Olga Khlebosolova, Hao Lei & Weiguo Zhou. (2018) Sustainable Development in Geography Education for Middle School in China. Sustainability 10:11, pages 3896.
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James D. Sidaway & Tim Hall. (2018) Geography textbooks, pedagogy and disciplinary traditions. Area 50:1, pages 34-42.
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Amy E. Frazier, Thomas Wikle & Peter Kedron. (2018) Exploring the anatomy of Geographic Information Systems and Technology (GIS&T) textbooks. Transactions in GIS 22:1, pages 165-182.
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Simon Catling & Jongwon Lee. 2017. The Power of Geographical Thinking. The Power of Geographical Thinking 211 231 .

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