A Message from the Editors. Research Studies: How Long and How Often




Stoltman, Joseph P.
DeChano, Lisa M.
Rutherford, David J.

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The Grosvenor Center for Geographic Education


There is considerable discussion in the professional literature of education that decisions regarding what instructional materials are used in schools, the ages at which they are used, and the pedagogical-content that engages students with the instructional materials would benefit from research. This has been especially evident in the fields of reading and mathematics education, two fields that provide evidence of research as evidenced by the Chicago Math and the phonics versus whole language research in reading. Two elements of the research in those curriculum areas present an impressive model: 1) their longitudinal aspects, or several decades of consistent reporting, and 2) their reliance upon replication of research studies. New research ventures in geographic education form the paradigm that has been used throughout most of its history. This means that new ideas are conceived, a research study is designed and completed, and a report or article is published. While we need new venture research, we have not pursued longitudinal and replication research in geographic education. Both of the latter are essential if we are to gain research legitimacy and recognition among our colleagues and in the eyes of the public, and in the eyes of organizations that fund research.



higher education, instructional materials, geographic education, replication research, longitudinal research


Stoltman, J. P., DeChano, L., & Rutherford, D. (2001). A message from the editors. Research studies: How long and how often. Research in Geographic Education, 3(1), pp. 1-2.


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