The Pat Clifford Award
2010 – Pat Clifford Award Winner, Dr. Carla Peck
CEA is pleased to recognize Dr. Carla Peck, Assistant Professor of Social Studies at the University of Alberta, for the impact that her work promises to make for research and practice, in helping to transform teaching and learning in history across Canada.
Podcast: 2010 Pat Clifford Award Winner: Advice for Early Career Researchers in Education
For more information about Dr. Carla Peck, please visit her website at: http://carlapeck.wordpress.com
Additional information resources:
Peck, C. L. (2009). Peering through a kaleidoscope: Identity, historical understanding and citizenship in Canada. Citizenship Teaching and Learning, 5(2), 62-75. Retrieved from http://www.citized.info/pdf/eJournal/journal%20website.pdf
Peck, C. L. (in press). Doing history at Fox Creek School. One World: The Journal of the Alberta Teachers Association Social Studies Council, 43(1), 9 pp.
Peck, C. L. (in press). Ethnicity and Students’ Historical Understandings In P. Clark (Ed.), Cliffs and Chasms: The Landscape of History Education Research in Canada (pp. 25). Vancouver: UBC Press. Available Spring 2011.
Peck, C. L. (in press). “It’s not like [I’m] Chinese and Canadian. I am in between”: Ethnicity and students’ conceptions of historical significance. Theory and Research in Social Education.
Peck, C. L., Sears, A., & Donaldson, S. (2008). Unreached and Unreasonable: Curriculum Standards and Children’s Understanding of Ethnic Diversity in Canada. Curriculum Inquiry, 38(1), 63-92.
Peck, C. L., & Seixas, P. (2008). Benchmarks of Historical Thinking: First Steps. Canadian Journal of Education, 31(4), 1015 – 1038.
Peck, C. L., Thompson, L. A., Chareka, O., Joshee, R., & Sears, A. (2010). From getting along to democratic engagement: Moving toward deep diversity in citizenship education. Citizenship Teaching and Learning, 6(1), 61-75. doi: 10.1386/ctl.6.1.61_1
Peck, C. L. (in press). “It’s not like [I’m] Chinese and Canadian. I am in between”: Ethnicity and students’ conceptions of historical significance. Theory and Research in Social Education, 38 (4).
