Teaching large classes in geography

Some practical suggestions

Bibliographic Data

ID11954865
AuthorsAlan Jenkins (Oxford Brookes University, corresponding author), Peter Daniel (Bedford College), Mick Healey (0000-0003-1195-0370, Coventry University), Brian Paul Hindle (University of Salford), Peter Keene (Oxford Brookes University), Caroline Mills (0000-0002-6682-9749), Lindsey Mcewen (0000-0003-4496-359X), Geoffrey Robinson (0000-0001-9483-8207, University of Leicester), Paul Rodaway, Peter Slowe, David A Rolls (0000-0003-0397-9923, Kingston University), David Rolls
Year1993
Volume17
Issue2
Pages149-162
Publication date1993-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Geography in Higher Education (JOURNAL)
Journal identifiersISSN: 0309-8265 • E-ISSN: 1466-1845
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03098269308709217
OpenAlexW2115195899
LanguageEN
Citations received8
References cited8

Geographers from a variety of institutions in the UK set out brief practical accounts of successful attempts to hold onto quality while teaching larger classes and more students. An introduction sets these accounts in the context of change in the British higher education system and suggests their relevance to other geographers in mass education systems who are long accustomed to teaching large classes. The accounts are then presented using a common format and set of subheadings

Archaeology · Context (archaeology · Epistemology · Geography · Higher education · Mass education · Mathematics education · Pedagogy · Political science · Quality (philosophy · Relevance (law · Set (abstract data type · Sociology · Teaching method · Variety (cybernetics · Computer Science · Geographic Information Systems Studies · Geography Education and Pedagogy · Historical Geography and Geographical Thought · Psychology

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