Hilary G Conklin
Biographic Data
| ID | 1585455 |
|---|---|
| NAME | Hilary G Conklin |
| GIVEN NAMES | Hilary G |
| FAMILY NAME | Conklin |
| SIGNATURE | CONKLIN H G |
| AFFILIATIONS | DePaul University |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Toward a more empathic, connected, and humanizing democracy
Cultivating empathic listening in democratic education
Grounded in theories that establish connections among democratic listening, relational dimensions of citizenship, and civic engagement, this mixed methods case study takes up preliminary findings from prior research and explores processes that allow for empathic listening in democratic education and the outcomes promoted by empathic listening. The case focuses on an action civics curriculum—Project Soapbox—implemented in a demographically diverse…
Fostering Democratic and Social-Emotional Learning in Action Civics Programming
This research examines the factors that shape high school students’ experiences with an action civics program—Project Soapbox—that fosters democratic and social-emotional learning. Drawing on pre- and postsurveys with 204 students, classroom observations, teacher interviews, student work samples, and student focus group interviews, the study illuminates how specific features of the curriculum and its implementation are linked to its promising out…
Speaking With Confidence and Listening With Empathy
This case study investigates an action civics curriculum, Project Soapbox, designed to foster key civic outcomes among high school students. Framed by research highlighting profound disparities in civic educational opportunities and the best practices of civic education programs, this article examines the democratic and literacy skills high school students report learning from participation in Project Soapbox. Data include pre- and post-surveys w…
Caring and Critical Thinking in the Teaching of Young Adolescents
In this article, I consider what Noddings’ ideas about the critical lessons schools should teach might suggest for social education and critical thinking at the middle school level. Giving particular consideration to Noddings’ calls to engage young people in self-understanding and allow students to pursue their interests, this article explores how the middle school years present an especially rich opportunity to engage students in an examination …
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the develop…
Toward More Joyful Learning
Recent efforts to define qualities of effective teaching practice have done little to capture the role of play, imagination, and creativity in classroom teaching. Drawing on theories of play and data from a two-year case study that included classroom observations, interviews, artifact collection, and surveys, the author examines the ways in which elements of play were present across the practice of eight novice middle grades teachers. Building on…
Toolboxes for Teaching in the Middle Grades
This research examines the preparation of middle grades social studies teachers by investigating opportunities for learning in 2 social studies methods courses in distinctive teacher education pathways: a specialized middle grades program and a secondary social studies program. The findings suggest that, although both methods course instructors described their central course goal as one of providing a “toolbox” of strategies for their preservice …
Company Men
In this comparative, longitudinal case study, the author investigates the two different pathways that have been most strongly advocated for certifying middle school social studies teachers: the specialized middle school and subject-specific secondary pathways. Drawing on classroom observations, interviews, documents, teacher and student work samples, and surveys, this article compares the learning and practice of 2 seventh-grade social studies te…
Preparing for the Educational Black Hole? Teachers' Learning in Two Pathways into Middle School Social Studies Teaching
The author presents findings from the first phase of a longitudinal, comparative case study that investigates what teachers learn about intellectually demanding social studies teaching at the middle school level from two distinctive teacher education pathways: a specialized middle school teacher education program and a secondary social studies program. The results indicate that these two groups of teachers graduated from their respective teacher …
Learning from Young Adolescents
In this article, the authors discuss a case study in which beginning teachers interviewed young adolescents as part of structured teacher education coursework designed to challenge teachers' low expectations for young adolescents. Based on pre- and postsurveys, pre- and post-focus group interviews, classroom field notes, and teachers' written analysis papers, the authors' data suggest that the coursework helped to shape changes in beginning teach…
Purposes, Practices, and Sites
Drawing on sociological and cognitive psychological perspectives on teacher learning, this comparative case study investigates the myriad influences that shape teachers’ learning in two divergent teacher education pathways. Specifically, this article explores a case of the two most common pathways into middle school teaching—the elementary and secondary pathways—and their contribution to the preparation of middle school social studies teachers. T…
Promise and Problems in Two Divergent Pathways
Middle school education is failing to meet the intellectual needs of young adolescents, yet there is little research that examines how teachers are prepared to work at the middle level. In this article, I discuss findings from a semester-long, qualitative case study that examined how the elementary and secondary teacher education pathways at one institution prepared social studies teachers for the middle school level. The study reveals several ke…
Promise and Problems in Two Divergent Pathways
Middle school education is failing to meet the intellectual needs of young adolescents, yet there is little research that examines how teachers are prepared to work at the middle level. In this article, I discuss findings from a semester-long, qualitative case study that examined how the elementary and secondary teacher education pathways at one institution prepared social studies teachers for the middle school level. The study reveals several ke…
Cultivating empathic listening in democratic education
Grounded in theories that establish connections among democratic listening, relational dimensions of citizenship, and civic engagement, this mixed methods case study takes up preliminary findings from prior research and explores processes that allow for empathic listening in democratic education and the outcomes promoted by empathic listening. The case focuses on an action civics curriculum—Project Soapbox—implemented in a demographically diverse…
Company Men
In this comparative, longitudinal case study, the author investigates the two different pathways that have been most strongly advocated for certifying middle school social studies teachers: the specialized middle school and subject-specific secondary pathways. Drawing on classroom observations, interviews, documents, teacher and student work samples, and surveys, this article compares the learning and practice of 2 seventh-grade social studies te…
Purposes, Practices, and Sites
Drawing on sociological and cognitive psychological perspectives on teacher learning, this comparative case study investigates the myriad influences that shape teachers’ learning in two divergent teacher education pathways. Specifically, this article explores a case of the two most common pathways into middle school teaching—the elementary and secondary pathways—and their contribution to the preparation of middle school social studies teachers. T…
Speaking With Confidence and Listening With Empathy
This case study investigates an action civics curriculum, Project Soapbox, designed to foster key civic outcomes among high school students. Framed by research highlighting profound disparities in civic educational opportunities and the best practices of civic education programs, this article examines the democratic and literacy skills high school students report learning from participation in Project Soapbox. Data include pre- and post-surveys w…
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the develop…
Preparing for the Educational Black Hole? Teachers' Learning in Two Pathways into Middle School Social Studies Teaching
The author presents findings from the first phase of a longitudinal, comparative case study that investigates what teachers learn about intellectually demanding social studies teaching at the middle school level from two distinctive teacher education pathways: a specialized middle school teacher education program and a secondary social studies program. The results indicate that these two groups of teachers graduated from their respective teacher …
Learning from Young Adolescents
In this article, the authors discuss a case study in which beginning teachers interviewed young adolescents as part of structured teacher education coursework designed to challenge teachers' low expectations for young adolescents. Based on pre- and postsurveys, pre- and post-focus group interviews, classroom field notes, and teachers' written analysis papers, the authors' data suggest that the coursework helped to shape changes in beginning teach…
Fostering Democratic and Social-Emotional Learning in Action Civics Programming
This research examines the factors that shape high school students’ experiences with an action civics program—Project Soapbox—that fosters democratic and social-emotional learning. Drawing on pre- and postsurveys with 204 students, classroom observations, teacher interviews, student work samples, and student focus group interviews, the study illuminates how specific features of the curriculum and its implementation are linked to its promising out…
Toward More Joyful Learning
Recent efforts to define qualities of effective teaching practice have done little to capture the role of play, imagination, and creativity in classroom teaching. Drawing on theories of play and data from a two-year case study that included classroom observations, interviews, artifact collection, and surveys, the author examines the ways in which elements of play were present across the practice of eight novice middle grades teachers. Building on…
Caring and Critical Thinking in the Teaching of Young Adolescents
In this article, I consider what Noddings’ ideas about the critical lessons schools should teach might suggest for social education and critical thinking at the middle school level. Giving particular consideration to Noddings’ calls to engage young people in self-understanding and allow students to pursue their interests, this article explores how the middle school years present an especially rich opportunity to engage students in an examination …
Promise and Problems in Two Divergent Pathways
Middle school education is failing to meet the intellectual needs of young adolescents, yet there is little research that examines how teachers are prepared to work at the middle level. In this article, I discuss findings from a semester-long, qualitative case study that examined how the elementary and secondary teacher education pathways at one institution prepared social studies teachers for the middle school level. The study reveals several ke…
Purposes, Practices, and Sites
Drawing on sociological and cognitive psychological perspectives on teacher learning, this comparative case study investigates the myriad influences that shape teachers’ learning in two divergent teacher education pathways. Specifically, this article explores a case of the two most common pathways into middle school teaching—the elementary and secondary pathways—and their contribution to the preparation of middle school social studies teachers. T…
Preparing for the Educational Black Hole? Teachers' Learning in Two Pathways into Middle School Social Studies Teaching
The author presents findings from the first phase of a longitudinal, comparative case study that investigates what teachers learn about intellectually demanding social studies teaching at the middle school level from two distinctive teacher education pathways: a specialized middle school teacher education program and a secondary social studies program. The results indicate that these two groups of teachers graduated from their respective teacher …
Learning from Young Adolescents
In this article, the authors discuss a case study in which beginning teachers interviewed young adolescents as part of structured teacher education coursework designed to challenge teachers' low expectations for young adolescents. Based on pre- and postsurveys, pre- and post-focus group interviews, classroom field notes, and teachers' written analysis papers, the authors' data suggest that the coursework helped to shape changes in beginning teach…
Toolboxes for Teaching in the Middle Grades
This research examines the preparation of middle grades social studies teachers by investigating opportunities for learning in 2 social studies methods courses in distinctive teacher education pathways: a specialized middle grades program and a secondary social studies program. The findings suggest that, although both methods course instructors described their central course goal as one of providing a “toolbox” of strategies for their preservice …
Company Men
In this comparative, longitudinal case study, the author investigates the two different pathways that have been most strongly advocated for certifying middle school social studies teachers: the specialized middle school and subject-specific secondary pathways. Drawing on classroom observations, interviews, documents, teacher and student work samples, and surveys, this article compares the learning and practice of 2 seventh-grade social studies te…
Toward More Joyful Learning
Recent efforts to define qualities of effective teaching practice have done little to capture the role of play, imagination, and creativity in classroom teaching. Drawing on theories of play and data from a two-year case study that included classroom observations, interviews, artifact collection, and surveys, the author examines the ways in which elements of play were present across the practice of eight novice middle grades teachers. Building on…
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the develop…
Speaking With Confidence and Listening With Empathy
This case study investigates an action civics curriculum, Project Soapbox, designed to foster key civic outcomes among high school students. Framed by research highlighting profound disparities in civic educational opportunities and the best practices of civic education programs, this article examines the democratic and literacy skills high school students report learning from participation in Project Soapbox. Data include pre- and post-surveys w…
Caring and Critical Thinking in the Teaching of Young Adolescents
In this article, I consider what Noddings’ ideas about the critical lessons schools should teach might suggest for social education and critical thinking at the middle school level. Giving particular consideration to Noddings’ calls to engage young people in self-understanding and allow students to pursue their interests, this article explores how the middle school years present an especially rich opportunity to engage students in an examination …
Fostering Democratic and Social-Emotional Learning in Action Civics Programming
This research examines the factors that shape high school students’ experiences with an action civics program—Project Soapbox—that fosters democratic and social-emotional learning. Drawing on pre- and postsurveys with 204 students, classroom observations, teacher interviews, student work samples, and student focus group interviews, the study illuminates how specific features of the curriculum and its implementation are linked to its promising out…
Cultivating empathic listening in democratic education
Grounded in theories that establish connections among democratic listening, relational dimensions of citizenship, and civic engagement, this mixed methods case study takes up preliminary findings from prior research and explores processes that allow for empathic listening in democratic education and the outcomes promoted by empathic listening. The case focuses on an action civics curriculum—Project Soapbox—implemented in a demographically diverse…
Toward a more empathic, connected, and humanizing democracy
Pedagogy (13 works) · Psychology (13 works) · Educator Training and Historical Pedagogy (12 works) · Mathematics education (10 works) · Sociology (9 works) · Social studies (7 works) · Global Education and Multiculturalism (6 works) · Curriculum (5 works) · Innovative Teaching Methodologies in Social Sciences (5 works) · Political science (5 works)