In this chapter Penney Clark advocates for more empirical research on what happens in Canadian history classrooms at every level so that educators can improve history instruction and make it more meaningful and engaging for students. In the first section of the chapter, Clark identifies the characteristics of the current history education research climate in Canada to suggest that Canadian research has become more independent from the United States with the help of increased federal funding and the Social Science and Humanities Research Council of Canada (SSHRC). The second section discusses recent advancements in the pedagogy of history education to explain how students learn history, including summaries of studies from Peter Sexias, Carla Peck, Stuart Poyntz, Amy von Heyking, Jocelyn Létourneau, Stéphane Lévesque, Raphaël Gani, Catherine Duquette, José Igartua, and others. The third section of the chapter provides an overview of studies that researched how history teachers taught history, continuing in the fourth section with a discussion on how history teachers learn to teach….[cont]


Clark, Penney

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In Researching history education: International perspectives and disciplinary traditions, Second, revised and updated edition, 89-117. Frankfurt, DE: Wochenschau Verlag.

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