Dr. Kurt Clausen
Dr. Clausen is interested in the historical development of curriculum in Canada, and the contextual analysis of these documents
Current & Future Research:
Along with partners at other Canadian universities, he is presently undertaking a comparative study of provincial social studies curricula, how they are created, implemented and received.
The major focus of my scholarly work has been related to the historical development and design of the curriculum in Ontario and other Canadian provinces. Most of my research time has therefore been devoted to a number of intertwined projects that further this research programme:
Intersections: Historical Contexts and Conceptions of Canadian Citizenship in Social Studies and History Curricula
Collaborators: Dr. Lynn Speer Lemisko (U. Sask. ),Dr. Todd Horton ( Nipissing U. )
The ultimate goal of this research program, undertaken with these three collaborators, is to construct the history of social studies and history education in Canada by examining the curricula of these subjects as artefacts that are representative of and intimately related to the larger socio-political, economic and ideological context. It can be claimed that curriculum documents represent the official version of knowledge necessary for citizenship in any given time period. Therefore, the analysis and comparison of the content selected for inclusion in social studies and history curriculum documents can contribute to a better understanding of the conceptions of citizenship promoted across Canada , over time.
Voices of Education in Ontario : A Life History Approach
Collaborators: Dr. Warnie Richardson ( Nipissing University )
The basic purpose of this particular research effort is to profile the lives of people, who, in this province, have informed and influenced the larger debate within public education. This will be done by gathering their “life stories” in their own words. From this, an anthology of their experiences will be created, and transcriptions presented to the public record for posterity’s sake.
Improving Student Learning Through Action Research
Collaborators: Drs. Ron Wideman, Thomas Ryan, Dean Berry & Anna-Marie Aquino ( Nipissing University )
In this study, Primary/Junior level teachers will analyze the governmental test results taken by their students, identify areas for improvement, and use feedback/corrective action strategies to address the areas for improvement. They will then assess the impact of the changes they make on improving student learning.
Connections, Contrarieties, and Convolutions: Comparing Curriculum and Pedagogic Reform in Alberta and Ontario during the Progressive Era (1930–1955) / with Lynn Speer Lemisko /The Canadian Journal of Education (forthcoming)
Review –A L’école de P.J.O. Chauveau. Education et culture au XIXe siècle , Hélène Sabourin /The Canadian Historical Review (Vol. 86 No. 1)
Review – The Untested Accusation : Principals, Research Knowledge and Policy Making in Schools, Bruce J. Biddle and Lawrence J. Saha /The Teacher’s College Record(July 2005)
Stimulating multidisciplinarity in social research: Is it worth the effort? / with J. Bradley Cousins & Marielle Simon /Science Communication (Forthcoming)
Editorial – Re-coupling a Vital Link for Practitioners and Academics /The Ontario Action Researcher , vol. 7, no. 1
Editorial – Many Voices, Same Intentions: Performing Action Research at Various Levels in the Education System /The Ontario Action Researcher , vol. 6, no. 2
Editorial – Raising your voice! Excellence in Education, the basics, and professionalism in Action Research /The Ontario Action Researcher, vol. 6, no. 2
Editorial – Veil after veil will lift – But there must be veil upon veil behind/ with Cheryl Black /The Ontario Action Researcher, vol. 6, no. 1
Editorial –cada maestrillo tiene su librillo (each teacher must follow his or her own book of instructions)/ with Cheryl Black/The Ontario Action Researcher, vol. 5, no. 1