Journals and Conference Proceedings
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Browsing Journals and Conference Proceedings by Type "Editorial"
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Item A Message from the Editors. Research Studies: How Long and How Often(The Grosvenor Center for Geographic Education, 2001) Stoltman, Joseph P.; DeChano, Lisa M.; Rutherford, David J.There is considerable discussion in the professional literature of education that decisions regarding what instructional materials are used in schools, the ages at which they are used, and the pedagogical-content that engages students with the instructional materials would benefit from research. This has been especially evident in the fields of reading and mathematics education, two fields that provide evidence of research as evidenced by the Chicago Math and the phonics versus whole language research in reading. Two elements of the research in those curriculum areas present an impressive model: 1) their longitudinal aspects, or several decades of consistent reporting, and 2) their reliance upon replication of research studies. New research ventures in geographic education form the paradigm that has been used throughout most of its history. This means that new ideas are conceived, a research study is designed and completed, and a report or article is published. While we need new venture research, we have not pursued longitudinal and replication research in geographic education. Both of the latter are essential if we are to gain research legitimacy and recognition among our colleagues and in the eyes of the public, and in the eyes of organizations that fund research.Item A Message from the Editors: Geography Education Research and Research Funding(The Grosvenor Center for Geographic Education, 2002) Stoltman, Joseph P.; DeChano, Lisa M.Research that is of high quality and that presents meaningful results requires resources. Requests for Proposals (RFPs), invitations to participate in innovative programs, and floating an interesting research idea past a private or governmental funding agency are the means that we normally consider. On this side of the editors' desks, it is apparent to us that the resources required for quality research in geographic education come from a range of sources. The most common source of funding that moves a research project to completion is human capital. Yes, most research that is submitted is completed by a scholar or scholarly team. The researchers have used their own time in completing the research. There are few citations, such as “This research was funded by a major grant from ...” on the title page indicating that external resources were used. One could argue whether or not research should rely on the personal capital of the researcher in terms of time and skill. However, in geographic education the reality is that personal capital is what gets a research project underway, sees it to completion, and presents it as a manuscript. It seems that the personal/professional resources for research in geography education are going to be dominant in the foreseeable future. (The equation: total personal/professional capital in terms of time and necessary resources is greater than those procured by research funding).