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Lonely trailblazers: Examining the early implementations of geospatial technologies in science classrooms, before widespread professional development

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Table of Contents

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    Book Overview
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    Chapter 1 Introduction
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    Chapter 2 Participatory Professional Development: Geospatially Enhanced Urban Ecological Field Studies
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    Chapter 3 Field-Based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies
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    Chapter 4 Meeting Teachers Where They Are and Helping Them Achieve Their Geospatial Goals
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    Chapter 5 Spatial Sci: Forwarding Geospatial Technology Innovations in the Classroom
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    Chapter 6 Eyes in the Sky: Facilitating Classroom Research Using Geospatial Technology
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    Chapter 7 CoastLines: Commitment, Comfort, Competence, Empowerment, and Relevance in Professional Development
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    Chapter 8 The Inquiring with GIS (iGIS) Project: Helping Teachers Create and Lead Local GIS-Based Investigations
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    Chapter 9 Communities for Rural Education, Stewardship, and Technology (CREST): A Rural Model for Teacher Professional Development
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    Chapter 10 Curriculum-Aligned Professional Development for Geospatial Education
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    Chapter 11 Impact of Science Teacher Professional Development Through Geospatial Technologies: A 5-Step Program of Support
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    Chapter 12 The Data Sets and Inquiry in Geoscience Education Project: Model Curricula for Teacher Capacity Building in Scientific Inquiry Tasks with Geospatial Data
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    Chapter 13 Designing Google Earth Activities for Learning Earth and Environmental Science
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    Chapter 14 Designing Geospatial Exploration Activities to Build Hydrology Understanding in Middle School Students
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    Chapter 15 Teaching Science and Investigating Environmental Issues with Geospatial Technology
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    Chapter 16 Understanding the Use of Geospatial Technologies to Teach Science: TPACK as a Lens for Effective Teaching
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    Chapter 17 Moving Out of Flatland: Toward Effective Practice in Geospatial Inquiry
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    Chapter 18 What Happens After the Professional Development: Case Studies on Implementing GIS in the Classroom
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    Chapter 19 The Nature and Design of Professional Development for Using Geospatial Technologies to Teach Science
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    Chapter 20 The Nature of Teacher Knowledge Necessary for the Effective Use of Geospatial Technologies to Teach Science
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Title
Lonely trailblazers: Examining the early implementations of geospatial technologies in science classrooms, before widespread professional development
Published by
Springer Netherlands, January 2014
DOI 10.1007/978-90-481-3931-6
ISBNs
978-9-04-813930-9, 978-9-04-813931-6
Authors

Thomas R Baker, Joseph J. Kerski

Editors

MaKinster, James, Trautmann, Nancy, Barnett, Michael

X Demographics

X Demographics

The data shown below were collected from the profiles of 11 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 33 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 1 3%
Unknown 32 97%

Demographic breakdown

Readers by professional status Count As %
Other 4 12%
Student > Ph. D. Student 4 12%
Researcher 4 12%
Student > Master 4 12%
Student > Doctoral Student 2 6%
Other 8 24%
Unknown 7 21%
Readers by discipline Count As %
Social Sciences 7 21%
Earth and Planetary Sciences 4 12%
Environmental Science 2 6%
Arts and Humanities 2 6%
Agricultural and Biological Sciences 2 6%
Other 8 24%
Unknown 8 24%