College of Education > Faculty & Staff > Faculty A-Z > Hilary Conklin
A former middle and high school social studies teacher, Dr. Conklin’s teaching and research are anchored by a vision of democratic, justice-oriented teaching, learning, and teacher education. Guided by these commitments, her research explores the design of teacher preparation experiences, the impact of these experiences on teachers’ practices and their students’ learning, and youth learning from civic education. Her research has been funded by the Spencer Foundation, the Brinson Foundation, and a National Academy of Education-Spencer Postdoctoral Fellowship. She has written about her research in academic journals and in media outlets including
The Washington Post.
Research InterestsTeacher preparation; pedagogy of teacher education; civic and democratic education; social studies curriculum and instruction; middle grades education.
Selected Publications Andolina, M. and Conklin, H. (2020). Fostering democratic and social emotional learning in action civics programming. American Educational Research Journal, 57(3), 1203-1240. doi.org/10.3102/0002831219869599
Conklin, H. (2019). Listening to students and using content as a resource in democratic, justice-oriented social studies education. TeachingWorks. Available at http://www.teachingworks.org/support-resources/keeping-current/working-papers
Conklin, H., Gatti, L., and Matsko, K.K. (2019). Teaching toward which ends? Residency candidates navigating competing programmatic aims. In J. Brewer and C. Lubienski (Eds.). Learning to teach in an era of privatization: Global trends in teacher preparation. New York: Teachers College Press.
Conklin, H. (2018). Caring and critical thinking in the teaching of young adolescents. Theory into Practice, 57(4), 289-297. https://doi.org/10.1080/00405841.2018.1518643
Andolina, M. & Conklin, H. (2018). Speaking with confidence and listening with empathy: The impact of Project Soapbox on high school students. Theory and Research in Social Education, 46(3), 374-409. https://doi.org/10.1080/00933104.2018.1435324
Zeichner, K. & Conklin, H. (2016). Beyond knowledge ventriloquism and echo chambers: Raising the quality of the debate on teacher education. Teachers College Record, 118(12), 1-38.
Conklin, H & Hughes, H. (2016). Practices of compassionate, critical, justice-oriented teacher education. Journal of Teacher Education, 67(1), 47-60. https://doi.org/10.1177/0022487115607346
Conklin, H. (2015). Preparing novice teacher educators in the pedagogy of teacher education. Action in Teacher Education, 37(4), 317-333. https://doi.org/10.1080/01626620.2015.1078753
Conklin, H. (2014). Toward more joyful learning: Integrating play into frameworks of middle grades teaching. American Educational Research Journal, 51(6), 1227-1255. https://doi.org/10.3102/0002831214549451
Conklin, H. (2014). Student learning in the middle school social studies classroom: The role of differing teacher preparation. Elementary School Journal, 114 (4), 455-478. https://doi.org/10.1086/675634