Heidi L. Hallman, associate professor of English education, joined the faculty in 2007. Hallman received her B.S., M.S., and Ph.D. at the University of Wisconsin-Madison. Her research interests include studying “at risk” students’ literacy learning as well as how prospective English teachers are prepared to teach in diverse school contexts.
Hallman’s work has been published in English Education, Teacher Education Quarterly, Equity & Excellence in Education, Journal of Adolescent & Adult Literacy, English Journal, Reflective Practice, and The ALAN Review, among others. In 2010, Hallman received the Conference on English Education’s (CEE) Research Initiative Grant for her research on prospective teachers’ work with homeless youth.
Dr. Hallman teaches undergraduate and graduate courses in English education. Upon arriving at KU, she implemented service-learning into the English/ Language Arts teacher education program as a way to expand English/ language arts teacher preparation and development.
Ph.D., Curriculum and Instruction, University of Wisconsin-Madison
M.S., Curriculum and Instruction, University of Wisconsin-Madison
B.S., Secondary Education: English (Grades 6-12), University of Wisconsin-Madison
Heidi L. Hallman teaches undergraduate and graduate courses in English/ Language Arts education.
- English/ Language Arts
- Teacher identity
- Service learning
- Methods and field experiences in English/ Language Arts teacher education
Dr. Hallman's research and teaching are framed through sociocultural and critical approaches to curriculum, literacy, and learning. Two specific lines of inquiry shape her research: 1) The preparation of prospective English teachers, especially as this preparation relates to teaching in diverse school contexts, and 2) the literacy learning of “at risk” adolescents.
- Sociocultural theories of Language and Literacy
- Pre-service teacher preparation in English/ Language Arts Education at the middle and secondary level
- Social Contexts of Language and Literacy Development
- At-risk learners
- Ethnographic and Qualitative approaches to research
Dr. Hallman is involved in the National Council of Teachers of English (NCTE) and the American Educational Research Association (AERA).
Caughlan, S., Pasternak, D. L., Hallman, H. L., Renzi, L., Rush, L., & Frisby, M. (n.d.). How English Language Arts Teachers Are Prepared for 21st-Century Classrooms: Results of a National Survey. English Education, 49(3), 265-297.
Warner, C. K., & Hallman, H. L. (in press). A communities of practice approach to field experiences in teachers education. Brock Education: Journal of Educational Research and Practice.
Pasternak, D. L., Caughlan, S., Hallman, H. L., Renzi, L., & Rush, L. S. (in press). Secondary English Teacher Education in the United States: Responding to a Changing Context, Bloomsbury Publishing.
Hallman, H. L., & Meineke, H. (2017). Addressing the teaching of English language learners in the United States: A case study of teacher educators' response. Brock Education: Journal of Educational Research and Practice, 26(1).
Hallman, H. L. (Ed.). (2017). Advances in Research on Teaching, Volume 27. Innovations in English Language Arts Teacher Education (H. L. Hallman, Ed.). Emerald Publishing.
Hallman, H. L. (2016). Millennial Teachers: Learning to teach in uncertain times, Routledge.
Hallman, H. L. (2015). Teacher as Shape-Shifter: Exploring the intersection of New Times and the teaching of English language arts. Changing English: Studies in Culture and Education.
Hallman, H. L., & Burdick, M. N (2015). Community Fieldwork in Teacher Education: Theory and Practice, New York: Routledge.
Hallman, H., Pasternak, D. L, Caughlan, S., Renzi, L., & Rush, L. (2014). Context and Implications Document for: Teaching English language arts methods in the United States: a review of the research . Review of Education , 2(2), 186-188. DOI:10.1002/REV3.3032
Pasternak, D., Caughlan, S., Hallman, H. L., Renzi, L., & Rush, L. (2014). Teaching English language arts methods in the United States: A review of the research. Review of Education , 2(2), 146-185. DOI:10.1002/rev3.3031
Hallman, H. L. (2012). Community-Based Field Experiences in Teacher Education: Possibilities for a pedagogical third space. Teaching Education, 23(3), 241-263.
Hallman, H. . Teaching in uncertain times: Exploring the challenges of millennial teachers. American Educational Research Association. San Antonio, TX
Pasternak, Donna, (Co-Principal), Caughlan, Samantha, (Co-Principal), Hallman, Heidi, (Co-Principal), Renzi, Laura, (Co-Principal), Rush, Leslie, (Co-Principal), , How are English teacher preparation programs educating English teachers to teach in the 21st century? A study of the current practices used to educate English teachers in a time of accountability. , University of Wisconsin-Milwaukee, $250,000, Submitted 02/01/2014 (07/01/2014 - 06/30/2015) . Other University. Status: Funded.
Caughlan, Samantha, (Co-Principal), Pasternak, Donna, (Co-Principal), Hallman, Heidi, (Co-Principal), Renzi, Laura, (Co-Principal), Rush, Leslie, (Co-Principal), , A New Era of English Teacher Preparation: Findings from a national survey, National Council of Teachers of English, Conference on English Education, $4,000, Submitted 09/15/2013 (01/01/2014 - 05/15/2014) . Not-for-Profit (not Foundation). Status: Funded.
- Ph.D., Curriculum & Instruction, University of Wisconsin-Madison, Madison, Wisconsin, 2007
- M.S., Curriculum and Instruction, University of Wisconsin-Madison, 2003
- B.S., Secondary Education: English (Grades 6-12), University of Wisconsin-Madison, 1999
Middle and Secondary English Education