@article{cobb_geospatial_2020, title = {Geospatial {Analysis}: {A} {New} {Window} {Into} {Educational} {Equity}, {Access}, and {Opportunity}}, volume = {44}, issn = {0091-732X}, shorttitle = {Geospatial {Analysis}}, url = {https://doi.org/10.3102/0091732X20907362}, doi = {10.3102/0091732X20907362}, abstract = {A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Review of Research in Education}, author = {Cobb, Casey D.}, month = mar, year = {2020}, note = {Publisher: American Educational Research Association}, keywords = {Lebanon\_event\_2021, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:Japan JPN, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {97--129}, }