College of Education > Faculty & Staff > Faculty A-Z > Hilary Conklin

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 Atlantic, Time, and The Washington Post.

Education
  • 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
Courses Taught
  • A&S 843 Politics of Schooling
  • HON 207 The Design of Learning Environments
  • 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
  • T&L 419 Curriculum and Strategies: Social Studies

Research Interests
Teacher 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​