Journal of Geography (J GEOGR)

Publisher: National Council for Geographic Education; National Council of Geography Teachers (U.S.); American Geographical Society of New York, Taylor & Francis (Routledge)

Journal description

Journal of Geography is new to Routlege for 2007, and is the journal of the National Council for Geographic Education. The Journal of Geography provides a forum for educators and scholars to present results from teaching and research that advance our understanding and practice of geographic education from pre-Kindergarten through the post-graduate levels. The Journal publishes articles on instructional approaches, the results of research, lesson plans and teaching activities, and reviews of books, maps, computer software and other digital products.

Current impact factor: 0.87

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2009 Impact Factor 0.364

Additional details

5-year impact 0.85
Cited half-life 8.80
Immediacy index 0.13
Eigenfactor 0.00
Article influence 0.20
Website Journal of Geography website
Other titles Journal of geography
ISSN 0022-1341
OCLC 1754604
Material type Periodical
Document type Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • Journal of Geography 06/2015; DOI:10.1080/00221341.2015.1041415
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    ABSTRACT: Advances in the Google Earth virtual globe and the concomitant Keyhole Markup Language (KML) are providing educators with a convenient platform to cultivate and assess one’s place location knowledge (PLK). This article presents a general framework and associated implementation methods for the online testing of PLK using Google Earth. The proposed framework and associated implementations can be easily exported to other applications that help assess geographic knowledge, engaging users with content from the physical environment and human systems at both local and global scales in a 3-D virtual-globe environment.
    Journal of Geography 06/2015; DOI:10.1080/00221341.2015.1043930
  • Journal of Geography 05/2015; DOI:10.1080/00221341.2015.1039564
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    ABSTRACT: Supply chains and other trade networks are of interest to geographers, due to their ability to connect economic processes at various scales. Relatively recent research, however, suggests that core concepts and topics in economic geography are not being fully and effectively engaged in the classroom environment. With such findings as a motivation, this article explores the integration of an online case study on the geographies of supply chains and their vulnerability to natural disasters into introductory human geography and world regional geography courses. Post-lesson survey results intimate that there are differences between the two courses with respect to understanding some economic geography concepts but relative agreement in interpreting how regionalized natural phenomena can disrupt international business networks.
    Journal of Geography 05/2015; 114(3). DOI:10.1080/00221341.2014.938685
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    ABSTRACT: This article reports on reusable mobile digital learning resources designed to assist human geography undergraduate students in exploring the geographies of life in Dublin. Developing active learning that goes beyond data collection to encourage observation and thinking in the field is important. Achieving this in the context of large class sizes presents several challenges. Combining in situ learning with spatially accurate historical and contemporary multimedia, a set of location-aware digital mobile tools, or mediascapes, was developed. How scaffolding can be achieved in such a context, focusing on the development of students’ observational, enquiry, and thinking skills in the field was explored.
    Journal of Geography 04/2015; DOI:10.1080/00221341.2015.1026373
  • Journal of Geography 04/2015; DOI:10.1080/00221341.2015.1021273
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    ABSTRACT: The history of K-12 geography education has been characterized by recurrent high hopes and dashed expectations. There have, however, been moments when the trajectory of geography education might have changed to offer students the opportunity to develop a thorough working knowledge of geography. Lucy Sprague Mitchell’s geography program developed in the 1920s and 1930s was brilliant in its conception and execution but it did not lead to large-scale systemic change. Analyzing the origins, development, and outcome of her program suggests the conditions that facilitate and inhibit systemic change, and therefore perhaps we can learn to capitalize on comparable moments in the future.
    Journal of Geography 04/2015; DOI:10.1080/00221341.2015.1017516
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    ABSTRACT: In spite of various actions, the implementation of GIS (geographic information systems) in German schools is still very low. In the presented research, teaching experts as well as teaching novices were presented with empirically based constraints for implementation stemming from an earlier survey. In the process of various group discussions, the participants developed ideas for overcoming the constraints in the field of continuing teacher education among others. These ideas were used to create empirically based strategies for the future design of training activities in continuing education of teachers while taking these constraints into account. These strategies were later validated externally by comparing them to empirical findings on effects of training activities in continuing teacher education in general and empirical findings on GIS implementation from other studies.
    Journal of Geography 04/2015; DOI:10.1080/00221341.2015.1016546
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    ABSTRACT: The development of location-aware technologies, such as smartphones, raises serious questions regarding locational privacy and the ethical use of geographic data. The degree to which these concepts are taught in undergraduate geographic information science (GISci) courses is unknown. A survey of GISci educators shows that issues of privacy and ethics are important in a GISci education. However, a large proportion of GISci educators are not concerned about the loss of locational privacy and many do not devote classes to the subject. Those not teaching the subject cite lack of course time and the need for more information.
    Journal of Geography 04/2015; DOI:10.1080/00221341.2015.1017517
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    ABSTRACT: “Sustainability” features in numerous discourses, each of which frames the issue according to its particular worldview(s). Thus there is no singular sustainability conception, but multiple sustainabilities that compete with one another for prominence in various realms. This article presents a framework to assist students in navigating this discursive maze. The framework is drawn from the environmental justice literature, and it is used by the author to challenge undergraduates to view sustainability as a competitive political space in which claims reflect the normative values of their framers. The pedagogical utility of the framework is highlighted through an example classroom application.
    Journal of Geography 03/2015; DOI:10.1080/00221341.2015.1008023
  • Journal of Geography 03/2015; DOI:10.1080/00221341.2015.1009935
  • Journal of Geography 03/2015; 114(2). DOI:10.1080/00221341.2014.923489
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    ABSTRACT: This article examined the role of task demand and its effects on transfer in geographic learning. Student performance was measured through eye-movement analysis in two related experiments. In Experiment 1, the participants were told that they would travel through an area depicted in photographs either driving an automobile or observing the scenery. In Experiment 2, a map task was administered in which students were asked to find a target on a road map. The results showed that in the driving condition, the participants focused on structural information in the images, such as routes and connections. This cognitive process was transferred to the map task.
    Journal of Geography 02/2015; 114(4):1-13. DOI:10.1080/00221341.2014.991420
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    ABSTRACT: The demographic transition model is a central concept in population research and human geography. Accompanying this theory is a graph depicting changes in birth rates, death rates, population, and natural increase over time. Unfortunately, students often find it difficult to unpack all of the meaning from this rich display of information. In this exercise, students reformulate the iconic graph into a standard scattergram using the data and plotting capabilities of Gapminder (www.gapminder.org). This tool enables students to ask and then answer their own questions about world population dynamics using nation-level data from reliable sources such as the United Nations.
    Journal of Geography 01/2015; DOI:10.1080/00221341.2014.983144
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    ABSTRACT: This article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies so that they could create technology-enhanced and inquiry-based lessons using GIS technologies. This article reports participating teachers’ opinions and attitudes of the TPACK-based GIS training. It also reports useful pedagogical methods of introducing GIS technologies to students and additional support for teachers to help them use GIS in their classrooms more often.
    Journal of Geography 01/2015; 114(3). DOI:10.1080/00221341.2014.947381