First published in 1987, this title provides primary school teachers with ideas by which geographical skills and ideas can be introduced in the primary school. John Bale shows how teachers can build on children’s ‘private geographies’ with practical learning strategies, examining approaches to the teaching of map skills, the ways in which the locality can be used and how information about distant places can best be relayed. An interesting, useful and relevant guide, this title will be of particular value for teachers and teachers in training, as well as those studying primary Education more generally.

Published in 1994, this book is the result of the collaborative work undertaken at the Liverpool-based Geography INSET Primary Project (GIPP) over three years. It presents a series of chapters for primary teachers seeking to implement the Statutory Orders for Geography in the National Curriculum. Steering a middle course between the sophistications of a theoretical/methodological text and the over-simplifications of a ‘tips-for-teachers’ approach, the authors highlight the positive opportunities offered by the National Curriculum. At the same time they are critical of many aspects of the Statutory Orders, without losing sight of their objective to help teachers to improve the quality of primary geography teaching. The book is especially useful for INSET work for teachers who have already grappled with National Curriculum Geography and who will be adjusting to the post-Dearing rearrangements.

John Bale works from the assumption that children are geographers prior to school age, and with this in mind he reviews ways in which teachers can formulate their learning strategies accordingly.

Originally published in 1980, Language in Tanzania presents a comprehensive overview of the Survey of Language Use and Language Teaching in Eastern Africa. Using extensive research carried out by an interdisciplinary group of international and local scholars, the survey also covers Ethiopia, Kenya, Uganda and Zambia. The book represents one of the most in-depth sociolinguistic studies carried out on this region at this time. It provides basic linguistic data necessary to policy-makers, administrators, and educators, and will be of interest to those researching the formulation and execution of language policy.

This volume provides a global treatment of historical and regional geomorphic work as it developed from the end of the nineteenth century to the hiatus of the Second World War. The book deals with the burgeoning of the eustatic theory, the concepts of isostasy and epeirogeny, and the first complete statements of the cycle of erosion and of polycyclic denudation chronology.

First published in 1990, the Handbook of Educational Ideas and Practices was written for practitioners and students in the field of education and its related services and was designed to appeal to educationists no matter what their nationality. Focusing mainly on compulsory schooling, it provides summaries of the thinking, research findings, and innovatory practices current at the time. However, the book is also careful to present a complete picture of education and therefore includes a separate section for education beyond school which covers pre-school level, post-secondary level, and adult and continuing education. There are also other chapters dealing with aspects of organization, curriculum, and teaching in various forms of tertiary education. Indeed, each topic has been discussed by an acknowledged expert writing in sufficient detail in order to resist trivialization.

The theme of this book is the teaching and learning of the humanities in the primary years. While it dwells on the National Curriculum, it also examines issues of current international concern, drawing upon international research literature.