The origin of effective elementary geography instruction: A multiple-case study of exemplars

A citizenry with low geographic literacy is detrimental for individuals and democratic society. Effective geography education can inculcate habits and tools of inquiry that have become increasingly valuable in the twenty-first century. However, if a strong foundation of basic skills is not instilled at the elementary level, secondary students and our next generation of adult citizens will not have the aptitude or propensity to make difficult decisions that require geographic literacy. Research suggests geography curriculum is often marginalized in elementary classrooms. However, some elementary teachers do practice effective geography instruction. This qualitative multiple case study examines a sample of these exemplar teachers to learn what past experiences and perspectives might have influenced their motivation to take geography curriculum seriously. The participants in this study are all past recipients of the National Council for Geographic Education Distinguished Teacher Award. Thirty-three elementary teacher recipients from 1995-2014 took a survey designed to determine a sample of seven diverse exemplars who were then interviewed. Cross-case analysis revealed four primary findings: (1) professional development workshops run by National Geographic and the Network of Alliances for Geographic Education have played pivotal roles in fostering effective elementary geography teachers; (2) these teachers share a perception that all elementary content areas should be infused with geographic content and skills; (3) recipients of the Distinguished Teaching Award are likely to frequently attend future geography related professional development opportunities and become geography advocates as well as leaders within their schools and districts; and (4) travel experience can positively influence elementary geography instruction. The findings and conclusions of this study have potential to contribute to the field of elementary education and teacher education. The implications provide direction towards fostering increased student geographic literacy.