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Research

Current Research Projects

 

2010 – 2014 Social Sciences and Humanities Research Council Standard Research Grant: $173 755

Teachers’ and Students’ Understandings of Ethnic Diversity: Implications for Multicultural Education in Canada

Principal Investigator: Dr. Carla L. Peck, University of Alberta

Co-Investigators: Dr. Reva Joshee, University of Toronto; Dr. Alan Sears, University of New Brunswick; Dr. Laura Thompson, Acadia University

The purpose of our proposed program of work is to provide a rich portrayal of how teachers and students in four provinces (Alberta, Ontario, New Brunswick and Nova Scotia) understand the concept of ethnic diversity. Specifically, the proposed research will enable us to: (1) Delineate conceptions of ethnic diversity inherent in educational policy and curriculum documents in Canada; (2) Map the qualitatively different ways in which teachers and students understand ethnic diversity; (3) Provide an assessment of the relationship between teachers’ and students’ conceptions of ethnic diversity and the conceptions outlined in policy and curricular documents; and (4) Theorize the nature of this relationship by contextualizing the data within a “web of interrelated, ongoing policies” (Joshee & Johnson, 2007, p. 6) that influence multicultural education in Canada.

The scholarly contributions of this work are threefold: 1) It will enable a more nuanced understanding of the conceptions of ethnic diversity held by teachers and students in four provinces; (2) It will add to the growing body of scholarship on constructivist theories regarding the role of prior knowledge in new learning and our own smaller studies mapping students’ understandings of ethnic diversity (Peck & Sears, 2005; Peck, Sears, & Donaldson, 2008); (3) It will shed light on teachers’ understandings of ethnic diversity, which, until now, has not been studied. This is crucial because teachers are responsible for interpreting and teaching curricular outcomes related to ethnic diversity.

2007 – 2011 Social Sciences and Humanities Research Council Standard Research Grant: $99 000

Youth and Democratic Participation in Canada and Australia

Principal Investigator: Dr. Alan Sears, University of New Brunswick

Co-Investigators: Dr. Carla L. Peck, University of Alberta; Dr. Ottilia Chareka, St. Francis-Xavier University; Dr. Andrew S. Hughes, University of New Brunswick

Collaborator: Dr. Murray Print, University of Syndey (Australia)

The purpose of this research is to provide a rich portrayal of how Canadian students in two regions of Canada (Alberta and the Maritimes) engage with and in democratic participation and to compare that engagement with an analogous population in Australia. Specific components of the research will: 1. Delineate of the conceptions of democratic participation inherent in policy and curriculum documents in Australia and Canada and set them in the context of theoretical conceptions of democratic participation; 2. Describe the experience and intentions related to democratic participation of a diverse sample of senior high school students in two regions of Canada and provide a comparison of these to similar findings with regard to youth in Australia; 3. Map the qualitatively different ways the Canadian students understand democratic participation; and 4. Provide an assessment of the relationship between students’ conceptions of and experience with democratic participation and expectations set for them in policy and curricula.  The comparative portion of the work will help deepen our understanding of the interaction among educational policy, political engagement and youth in Canada.  While the international transfer or borrowing of educational policies and practices has a very poor track record, there is considerable evidence that international collaboration in education can often enhance policy and practice.

Benchmarks of Historical Thinking: From Theory to Practice

Principal Investigator: Dr. Carla Peck, University of Alberta

The main objective of this research project is to investigate the effectiveness of an Alberta-based Benchmarks of Historical Thinking Project, an established program of sustained professional development, on teachers’ teaching, and students’ learning, of Canadian history. The findings from this research will inform a major research funding application (SSHRC) in 2010.

The Benchmarks of Historical Thinking Project was initially launched in four provinces (NB, ON, MB and BC) and in 2008 it was expanded to Alberta. The Project focuses on six Historical Thinking Concepts (HTC) to frame the development of lesson plans and student assessment tasks using topics, themes, events and people from Canadian history as they appear in current provincial social studies curricula: primary source evidence, historical significance, continuity and change, cause and consequence, historical perspective-taking, and the moral dimension of history. I helped Dr. Peter Seixas launch the project both nationally and in the Vancouver area, and am currently directing the Benchmarks Project in Alberta.

In the 2008 – 2009 school year I launched two “Benchmarks of Historical Thinking Working Groups” in Alberta, in partnership with the Edmonton Regional Learning Consortium (ERLC) and the Calgary Regional Consortium (CRC). The working groups consists of 31, grades 1 – 12 teachers who have expressed a keen interest in learning more about historical thinking and how to build their students’ capacity to think historically. Twelve teachers in the CRC and nineteen teachers in the ERLC are involved. With a new Program of Studies for Social Studies in Alberta that includes an explicit focus on historical thinking skills, this seemed like the ideal time to launch such a project.

The professional development model used to implement this project consisted of five professional development days over the course of the school year, during which time teachers learned about historical thinking concepts and collaborated on the development of student tasks, or lesson plans, including assessment tools that assess students’ understanding of, and competency in, historical thinking concepts. Five professional development days were held in Edmonton and five were held in Calgary. Throughout the year, teachers working on the project tried out their Benchmarks lesson plan ideas with their students and adapted/modified/improved the lesson plan and assessment tools as needed. I am currently in year two of the project. Many of teachers from Year One of the project chose to come back for Year Two.

The next critical step involves an investigation into the effectiveness of the project.  While the project, in and of itself is exciting and highly valued by teachers and the Learning Consortia involved, excitement is not enough to sustain interest and Consortia funding. At this juncture, research that investigates the effectiveness of this programme of professional development on participants’ teaching, and student learning of history is necessary. van Hover (2008) notes that “very few systematic studies investigate the impact of [such] workshops, institutes and curricular training on teachers’ classroom instruction or on student achievement” (p. 359). The purpose of this research will be to engage in a small-scale, systematic investigation of the effectiveness of the Benchmarks of Historical Thinking Project with Alberta teachers. This project will inform a SSHRC proposal, in which a large-scale investigation of the national Benchmarks Project will be proposed.

Proposed Research Projects

Looks like I’ll be pretty busy for a while…although I may be putting in another SSHRC grant on historical thinking with some colleagues from UBC.

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