Christopher Clark
-
Assistant Professor, Teaching & Leadership
- Social Studies Education
Contact Info
- Email: christopher.h.clark@UND.edu
- Office: 701.777.3188
Office Address
Education Building Room 262
231 Centennial Drive Stop 7189
Grand Forks, ND 58202-7189
Curriculum Vitae
Biography
Christopher H. Clark is an Assistant Professor in the department of Teaching, Leadership, and Professional Practice. His research integrates understandings from the fields of education research and political psychology in order to study how teachers and students think about politics, civic life, and media. His work has appeared in journals such as Educational Researcher, Harvard Educational Review, Theory & Research in Social Education, and Democracy and Education.
Social Studies Education
Political Psychology
Media Literacy
Articles in Peer-Reviewed Journals (selected)
Clark, C. H., Schmeichel, M. & Garrett, H. J. (2021). How social studies teachers choose resources for current events instruction. Harvard Educational Review, 91(1), 5-37.
Clark, C. H., Schmeichel, M., & Garret, H. J. (2020) Social studies teacher perceptions of news source credibility. Educational Researcher 49(4), 262-272.
Clark, C. H. (2018). The impact of student partisan identity over the course of an online controversial issue discussion. Democracy and Education, 26 (2), Article 1.
Knowles, R. T., & Clark, C. H. (2018). How common is the common good? Moving beyond idealistic notions of deliberative democracy in education. Teaching and Teacher Education, 71, 12–23.
Clark, C. H. (2017). Examining the relationship between civic education and partisan alignment in young voters. Theory & Research in Social Education, 45(2), 218-247.
Clark, C. H., Bordwell, D. T., & Avery, P. G. (2015). Gender and public issue deliberations in named and anonymous online environments. Journal of Public Deliberation, 11(2), 1-36.
Chapters in Edited Volumes (selected)
Journell, W. & Clark, C. H. (2019). Political memes and the limits of media literacy. In W. Journell (Ed.), Unpacking Fake News: An Educator's Guide to Navigating the Media with Students (pp.109-125). Lanham, MD: Rownman & Littlefield.
Clark, C. H., & Avery, P. G. (2016). The psychology of controversial issues discussions: Challenges and opportunities in a polarized, post-9/11 society. In W. Journell (Ed), Reassessing the social studies curriculum: Promoting critical civic engagement in a politically polarized, post-9/11 world. Lanham, MD: Rowman & Littlefield.
2019-2020 Exemplary Research in Social Studies, presented by the National Council for the Social Studies at the 2021 Virtual Annual Meeting for the paper “Social studies teachers perceptions of news source credibility,” published in Educational Researcher, 49(4), 262-272.
2015 National Technology Leadership Initiative Fellowship Award, presented by the College and University Faculty Assembly at the annual meeting of the National Council for the Social Studies, New Orleans, LA.
B.A. in History and Social Studies Education - St. Olaf College
M.Ed in Social Studies Education - University of Minnesota, Twin Cities
Ph.D in Curriculum and Instruction - University of Minnesota, Twin Cities