A former middle and high school social studies teacher, Dr. Conklin teaches courses in social studies curriculum and instruction, the politics of teacher preparation, and the design of learning environments. 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.
- 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
- 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
- HON 207 The Design of Learning Environments
Teacher preparation; pedagogy of teacher education; social studies curriculum and instruction; civic and democratic 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.