Hilary G. Conklin is an Associate Professor of Teacher Education. Before becoming a faculty member, she taught sixth, seventh, and eighth grade social studies. Dr. Conklin teaches courses on middle grades, social studies, and teacher education. She conducts research on the varying pathways through which teachers are prepared, the pedagogy of teacher education, middle grades teacher preparation, and action civics. 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 The Atlantic , Time, and The Washington Post.
- PhD in Curriculum and Instruction, University of Wisconsin-Madison
- MAT in Secondary Social Studies/History Teaching, Brown University
- BA in Sociology/Anthropology and Education, Swarthmore College
- MGE 400 Introduction to Middle Grades Education
TCH 422 Inquiry and Application in Developing Secondary History and Social Sciences Pedagogy
TCH 472 Teaching History and the Social Sciences in High School I
TCH 482 Teaching History and the Social Sciences in High School II
A&S 843 Politics of Schooling
Teacher learning; teacher preparation; social studies education; middle grades education
Zeichner, K. & Conklin, H. (2017). Beyond echo chambers and knowledge ventriloquism: Raising the quality of the debate on teacher education. Teachers College Record, 119(4).
Conklin, H & Hughes, H. (2016). Practices of compassionate, critical, justice-oriented teacher education. Journal of Teacher Education, 67(1), 47-60.
Conklin, H. (2015). Preparing novice teacher educators in the pedagogy of teacher education. Action in Teacher Education, 37(4), 317-333.
Conklin, H. (2014). Toward more joyful learning: Integrating play into frameworks of middle grades teaching. American Educational Research Journal, 51(6), 1227-1255.
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.
Conklin, H. (2012). Company men: Tracing learning from divergent teacher education pathways into practice in middle grades classrooms. Journal of Teacher Education, 63(3).
Conklin, H. G. (2009). Purposes, practices, and sites: A comparative case of two pathways into middle school teaching. American Educational Research Journal, 46(2).
Conklin, H.G. (2008). Modeling compassion in critical, justice-oriented teacher education. Harvard Educational Review, 78(4), 652-674.
Zeichner, K. & Conklin, H.G. (2008). Teacher education programs as sites for teacher preparation. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.) Handbook of research on teacher education: Enduring issues in changing contexts. (3rd edition) New York: Routledge.
Zeichner, K. & Conklin, H.G. (2005). Teacher education programs. In M. Cochran- Smith & K. Zeichner (Eds.) Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Mahwah, N.J.: Lawrence Erlbaum.