Robin Hall
Biographic Data
| ID | 3821070 |
|---|---|
| NAME | Robin Hall |
| GIVEN NAMES | Robin |
| FAMILY NAME | Hall |
| SIGNATURE | HALL R |
| AFFILIATIONS | School of Teacher Education, Charles Stuart University - Mitchell, Bathurst |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 1997 |
| H-INDEX | 2 |
Knowledge Use and the Dynamics of Managing Curriculum Change
This article explores the relationships between knowledge use (KU) and curriculum change management. Managing or coping with curriculum change has been conceptualized as consisting of a technical dynamic, a political dynamic, and a cultural dynamic. A parallel line of thinking can be detected in the KU literature in that the functions which KU serves may be for instrumental, capacity-building, or enlightenment purposes. This study investigates th…
How Children Think and Feel about War and Peace
Attention has been recently directed towards fathoming young people's responses to the nuclear threat, but the broader question of how they acquire and form attitudes to peace and war in general has been neglected. Based mainly on studies published in the 1960s and early 1970s, it is hypothesized that children's conceptions of, and attitudes towards, war and peace vary with age, gender, sources of information and exposure to media violence, perce…
Children's Theatre in Japan
Seldom does theatre for the young break the invisible barrier that separates it from the larger theatre world, but recently a brilliantJapanese company has done just that. It is called Kaze-no-ko (Children of the Wind), a name drawn from an ancient legend depicting children as the offspring of the wind and a fitting title for a group dedicated to the liveliness and free spirit of the young. Kaze-no-ko was conceived in the early 1950s in a wave of…
The teaching of moral values in geography
Geographical education and moral values education are often connected. A broad philosophical perspective is taken in order to clarify the role of the geographical educator who also dons the mantle of moral educator. An argument is outlined in favour of teaching objective substantive moral values and against teacher neutrality. The existence of tensions between geographical education and moral education is alluded to and illustrated by reference t…
Theory and practice in geographical education
Teaching humanistic geography
It is suggested that the writings of the topophilia school, with its emphasis on the concept of place, have a very important contribution to make to the teaching of geography. The phenomenologic‐existential foundations of that school are outlined and the aesthetic dimension is examined in some detail
How Children Think and Feel about War and Peace
Attention has been recently directed towards fathoming young people's responses to the nuclear threat, but the broader question of how they acquire and form attitudes to peace and war in general has been neglected. Based mainly on studies published in the 1960s and early 1970s, it is hypothesized that children's conceptions of, and attitudes towards, war and peace vary with age, gender, sources of information and exposure to media violence, perce…
Teaching humanistic geography
It is suggested that the writings of the topophilia school, with its emphasis on the concept of place, have a very important contribution to make to the teaching of geography. The phenomenologic‐existential foundations of that school are outlined and the aesthetic dimension is examined in some detail
Teaching humanistic geography
It is suggested that the writings of the topophilia school, with its emphasis on the concept of place, have a very important contribution to make to the teaching of geography. The phenomenologic‐existential foundations of that school are outlined and the aesthetic dimension is examined in some detail
Theory and practice in geographical education
The teaching of moral values in geography
Geographical education and moral values education are often connected. A broad philosophical perspective is taken in order to clarify the role of the geographical educator who also dons the mantle of moral educator. An argument is outlined in favour of teaching objective substantive moral values and against teacher neutrality. The existence of tensions between geographical education and moral education is alluded to and illustrated by reference t…
Children's Theatre in Japan
Seldom does theatre for the young break the invisible barrier that separates it from the larger theatre world, but recently a brilliantJapanese company has done just that. It is called Kaze-no-ko (Children of the Wind), a name drawn from an ancient legend depicting children as the offspring of the wind and a fitting title for a group dedicated to the liveliness and free spirit of the young. Kaze-no-ko was conceived in the early 1950s in a wave of…
How Children Think and Feel about War and Peace
Attention has been recently directed towards fathoming young people's responses to the nuclear threat, but the broader question of how they acquire and form attitudes to peace and war in general has been neglected. Based mainly on studies published in the 1960s and early 1970s, it is hypothesized that children's conceptions of, and attitudes towards, war and peace vary with age, gender, sources of information and exposure to media violence, perce…
Knowledge Use and the Dynamics of Managing Curriculum Change
This article explores the relationships between knowledge use (KU) and curriculum change management. Managing or coping with curriculum change has been conceptualized as consisting of a technical dynamic, a political dynamic, and a cultural dynamic. A parallel line of thinking can be detected in the KU literature in that the functions which KU serves may be for instrumental, capacity-building, or enlightenment purposes. This study investigates th…
Psychology (4 works) · Sociology (4 works) · Epistemology (3 works) · Geography Education and Pedagogy (3 works) · Pedagogy (3 works) · Political science (3 works) · Politics (3 works) · Social science (3 works) · Computer Science (2 works) · Curriculum (2 works)