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International Research in Geographical and Environmental Education Volume 26, 2017 - Issue 4
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Articles

What do geography textbook authors in England consider when they design content and select case studies?

Jongwon LeeDepartment of Social Studies Education, Ewha Womans University, Seodaemun-gu, Seoul, KoreaCorrespondence[email protected]
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Simon CatlingEmeritus Professor of Primary Education, School of Education, Oxford Brookes University, Oxford, United KingdomView further author information
Pages 342-356 | Published online: 24 Aug 2016

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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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Peter Mackie & Aleksandra Kazmierczak. (2017) Bridging the Divide: The Potential Role of Contemporary Geographical Research in Schools. Journal of Geography 116:5, pages 187-196.
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Articles from other publishers (13)

Dawn Atkinson & Stacey Corbitt. (2023) Exploring the Principles Applied During the Production of an Open Writing Textbook. RELC Journal.
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Dawn Atkinson & Stacey Corbitt. (2023) Tracing the Influences of Praxis on the Development of an Open Corequisite Writing Textbook. Written Communication 40:2, pages 754-784.
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Dawn Atkinson & Stacey Corbitt. (2023) “To discipline my writing process”: How newcomers to open textbook development moderate affective states and sustain momentum while writing. Social Sciences & Humanities Open 7:1, pages 100461.
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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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Veronika Korvasová. (2022) Attractive geographical themes and topics from the perspective of students (2000−2021): A systematic review. Geografie 127:4, pages 341-363.
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Lars Müller. 2021. Diskurse und Praktiken der Schulbuchproduktion in der Bundesrepublik Deutschland und England am Beispiel von Afrikawissen. Diskurse und Praktiken der Schulbuchproduktion in der Bundesrepublik Deutschland und England am Beispiel von Afrikawissen 499 556 .
Mijung Kim, David Wagner & Qingna Jin. (2021) Tensions and Hopes for Embedding Peace and Sustainability in Science Education: Stories from Science Textbook Authors. Canadian Journal of Science, Mathematics and Technology Education 21:3, pages 501-517.
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Petr Trahorsch & Dominika Trhlíková. (2021) Jakými strukturními prvky učebnic jsou prezentovány biomy světa? Výsledky obsahové analýzy českých učebnic geografie. Geografická Revue 17:1, pages 4-20.
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Sandra Stieger, Markus Seiwald & Christina Ühss. 2021. Wirtschaft, Gesellschaft und Politik. Wirtschaft, Gesellschaft und Politik 81 111 .
Marine Simon & Alexandra Budke. (2020) How Geography Textbook Tasks Promote Comparison Competency—An International Analysis. Sustainability 12:20, pages 8344.
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Marine Simon, Alexandra Budke & Frank Schäbitz. (2020) The objectives and uses of comparisons in geography textbooks: results of an international comparative analysis. Heliyon 6:8, pages e04420.
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Jongwon LEE. (2020) Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience. Review of International Geographical Education Online.
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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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