The practice of geography instruction in American schools

A historic investigation (1784-1973) of geography textbooks was conducted to determine what the past practices of geographic education were in terms of content and method of instruction. This study also included the use of a survey instrument conducted with 300, K-12 teachers. The survey was used to determine what instructional methods are currently being used to teach geography in selected K-12 classrooms. The survey was also used to determine what geography content is being offered in these same K-12 classrooms.;The findings from the historic research and the survey indicate that there has been some change over time in terms of content and method however these changes are very minor. Other findings concluded that teachers prefer not to use instructional methods other than those they currently use. These same K-12 geography teachers also indicated that there is a lack of communication between the K-12 classroom and professional geography or educational organizations efforts to improve K-12 students geography performance.;Geographic Alliances throughout the U.S. are working to improve communication between all levels of geography educators (K-12 and university or college level). This study concludes that teachers have an obligation to actively seek out any efforts put forth by professional organizations in order to keep content and method of instruction current in their geography classrooms. This study concluded that more innovative and non-traditional methods of geographic instruction are needed to improve attitudes toward geographic instruction. These new methods may be developed utilizing professional educational and geographical organizations efforts to improve geographic education in the K-12 classroom. This study also concluded that an increased communication effort by all levels of geography educators is needed in order to improve geography learning in the K-12 classroom.