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.
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
Dr. Hallman is involves in the National Council of Teachers of English (NCTE) and the American Educational Research Association (AERA).
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). Teaching English language arts methods in the United States: A review of the research. Review of Education, 2(2), 146-185.
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.
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.
- 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