Journal Details
The Geography Teacher
Instructions for Authors
Manuscripts that make new and important contributions to geography instruction and/or highlight essential content for geographic learning are particularly encouraged. The long-term goal of The Geography Teacher is to build a body of high-quality teaching and learning materials, both in terms of strategy and content, especially considering spatial learning, geographic inquiry, and the technological demands of the 21st century. Given the array of learning situations, multiple perspectives on geographic teaching are welcomed.
Lesson Plans:
Lesson plans outlining innovative teaching strategies for the K–12 geography classroom and AP Human Geography, preservice methods, and introductory college geography courses are particularly welcome. Such articles should demonstrate how these strategies convey geographical concepts. Lesson Plans should tie these strategies into the existing literature within geography, education and/or geographic education (e.g., previous articles in The Geography Teacher, the Journal of Geography, the National Geography Standards, etc.). Submissions are evaluated based upon their creativity and ability to further geographic education.
Lesson plans should include (1) an overview addressing the curriculum context for the lesson, (2) time required for the lesson, (3) preparation needed by the teacher, (4) geography standards and skills addressed in the lesson, (5) opening the lesson or instruction, (6) develoing the lesson or instruction, (7) concluding the lesson or instruction, (8) assessment, and (9) references.
Lesson plans will be reviewed by members of the editorial board of The Geography Teacher.
Essays addressing current issues and developments in geographic education are welcome for the Commentaries section. Speculative arguments may be accepted for publication if they are seen as convincing and portant. Commentaries manuscripts should not exceed 10 typewritten pages.
Symposium:
Reviews:
Book and multimedia reviews, including software and websites, concentrate on works that are of particular interest to geographic educators and teachers. Most reviews are requested by the editor, but anyone interested in reviewing may contact the editor about potential reviews.
Letters:
Letters responding to articles, commentaries, reviews, or editorials are welcome. Authors will be offered the opportunity to reply. Contributors should address the substance of issues in a way that avoids personal attacks.
All submissions will be reviewed by members of the editorial board of The Geography Teacher in order to determine suitability for publication.
Manuscripts should conform to requirements set forth in the Chicago Manual of Style, 15th edition. The Geography Teacher's spelling authority is the American Heritage Dictionary (CD-ROM), Third Edition (1994).
Citations and Notes:
References should be cited in the text using the author's surname, year of publication, and page numbers where appropriate. For example:
Burghassi, C. 1998. Geographic education in the European Union. European Review of Geographic Education 1:1–26.
Foxall, S. L. J. 1998. Geographic Education in Colorado: A View from the Seventh Grade. Fort Collins, CO: Poudre Press.
Pearce, I. W. S., and E. Heile. 1998. Geographic education on the ground. In Geographic Education at the Grass Roots, ed. E. Heile and S. P. Milas, pp. 217–239.
Stormy Harbor, FL: Dog Island Press.
Notes should be typed double-spaced at the end of the manuscript. Length and number should be kept to a minimum, and they should not be used for the purpose of citation or acknowledgments.
Illustrations submitted (maps, line drawings, halftones, photos, photomicrographs, etc.) should be clean originals or digital files. Digital files are recommended for highest quality reproduction and should follow these guidelines: sized to fit on journal pages; EPS, TIFF, or PSD format only; submitted as separate files, not embedded in text files.
Screenshots are acceptable. To take high-quality screenshots it is best to use screen capture software, such as MWSnap (www.mirekw.com/winfreeware/mwsnap.html). Screenshots should be saved in a low-distortion format such as PNGE or TIF, and should not be resized down.
Permissions:
Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources. This applies to direct reproduction as well as "derivative reproduction" (where you have created a new figure or table which derives substantially from a copyrighted source). Further advice and information is available on our Author Services site at: http://journalauthors.tandf.co.uk/preparation/permission.asp
Tables and Figures:
Tables and figures should not be embedded in the text, but should be included as separate files. A short descriptive title should appear above each table with a clear legend, and any footnotes suitably identified below. All units must be included. Figures should be completely labeled, taking into account necessary size reduction into one or two columns. Captions should be typed, double-spaced, on a separate page. All original figures should be uploaded and clearly labeled.
Copyright concerns:
The copyright for all material published in The Geography Teacher is held by the National Council for Geographic Education, 1710 16th Street, NW, Washington DC, 20009.
Page Proofs:
All proofs must be corrected and returned to the publisher within 48 hours of receipt. Only correction of typographical errors is permitted.
Each author of the article will receive a print copy of the issue in which the article appears and a PDF of the article. The corresponding author is responsible for distribution of issue copies to co-authors. Reprints of an individual article may be ordered from Taylor & Francis. Use the reprint order form included with online page proofs.
Visit our Author Services website for further resources and guides to the complete publication process and beyond.
