A Practice-based Framework for Teaching Geography at the Secondary Level

Authors

Kyle F. Tredinnick, University of Nebraska-LincolnFollow

First Advisor

Christina Dando

Committee Members

Sarah Bednarz, Rebecca Buller, Heather Richards-Rissetto, Elizabeth Lewis

Date of this Version

11-2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Geography

Under the supervision of Professor Christina Dando

Lincoln, Nebraska, December 2025

Comments

Copyright 2025, Kyle F. Tredinnick. Used by permission

Abstract

Further work is necessary to carry out the goals set forth in geography education initiatives like the Geography for Life: National Geography Standards and Road Map for 21^st Century Geography Education Project. Methods to communicate the focus of geographic lessons at the secondary level can help guide teachers who are otherwise unaware of the ability for geography to answer questions and develop solutions to problems. Research and development of effective instructional tools to teach geography is needed. This research aims to provide a practice-based model for lesson-development in geography, as supported in academic literature. Input from higher-education faculty and existing research were used for the foundation of the development of the Geographic Practices Model and Lesson Development Aid. Field-testing the model with secondary teachers provided insights into its usefulness, how teachers interacted with the model, and complicating factors in its implementation. The result is a research-supported model to help communicate the practices of geography to teachers to help them in the process of designing lessons.

Advisor: Christina Dando