| George Hillocks, Jr. | |
|---|---|
| Born | June 15, 1934 Cleveland, Ohio |
| Residence | United States |
| Nationality | American |
| Fields | English Education |
| Institutions | University of Chicago |
| Alma mater | College of Wooster 1956, Case-Western Reserve University 1958, 1970 |
| Known for | Teaching writing, literature, and language in secondary schools; writing assessment |
George Hillocks, Jr. (born June 15, 1934)[1] is an emeritus professor in the Department of Education, with a joint appointment in the Department of English Language and Literature at the University of Chicago. His teaching career included the preparation of English teachers in the Master of Arts in Teaching program, and the mentoring of Ph.D. students in the doctoral program, at the University of Chicago. His primary research interests centered on the teaching of writing, literature, and language in middle and high school English classes, and on wide-scale writing assessment. When not teaching and writing, he is an accomplished bagpipe player, performing frequently for Chicago audiences and in international competitions.
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Ph.D. in English, Case Western Reserve University, Cleveland, Ohio, 1970--Dissertation: The Synthesis of Art and Ethic in Tom Jones
Harvard University, Graduate School of Education, summer, 1961
Diploma in English Studies, University of Edinburgh, Scotland, 1959
M.A. in English, Case Western Reserve University, 1958
B.A. in English, College of Wooster, Wooster, Ohio, 1956
Professor, Departments of Education and English Language and Literature, University of Chicago, 1985–2003
Director, MAT Program in English, Department of Education, University of Chicago, 1971–2002
Member, Special Field of Curriculum and Instruction, Department of Education, University of Chicago, 1977–1992
Member, Special Field of Educational Psychology, Department of Education, University of Chicago, 1987–1992
Chair, Special Field of Curriculum and Instruction, Department of Education, 1980–86
Associate Professor, Department of English Language and Literature, University of Chicago, 1980-85
Associate Professor, Department of Education, University of Chicago, 1974–85
Assistant Professor, Department of Education, University of Chicago, 1971–74
Assistant Professor, Department of English, Bowling Green State University, 1970–71
Director of Freshman English Programs, Bowling Green State University, 1969–71
Field Reader and Consultant, Bureau of Cooperative Research, USOE, 1965–69
Director, NDEA English Institute, Bowling Green State University, 1967 and 1968
Associate Director, NDEA English Institute, San Fernando Valley State College, Los Angeles, California, Summers of 1965 and 1966
Co-Director, USOE sponsored Constructing Achievement Tests in a Summer Workshop for Partial Evaluation of a Project English Demonstration Center, Western Reserve University, 1964
Director, USOE, Cooperative Research Project D-067 (Project English Demonstration Center), 1963-65
Teacher and English Department Chair, grades 7, 8, and 9, Euclid (Ohio) Board of Education, September 1959-June 1965
English Teacher, grades 7-10, and 12, Euclid (Ohio) Board of Education, Sept. 1956-June 1958
Hillocks has never been a researcher removed from the gritty realities of teaching, but rather one deeply dedicated to the classroom, its students, and its teachers. His many publications illustrate this commitment to the classroom. His landmark publications include the very first NCTE Theory into Practice book, [1]Observing and Writing. Using this model, his students have written a total of 7 additional books in the TIP/TRIP series. His review of research from 1963–1983, Research on Written Composition remains one of the most oft-referenced publications in the history of composition studies, having been cited over 600 times. His very personal Teaching Writing as Reflective Practice won the Russell Award for Distinguished Research presented by NCTE and remains one of the most inviting and relevant books based on research to reach a teaching audience. The Testing Trap provides a devastating critique of large-scale writing assessments.. More recently, Narrative Writing: Learning a New Model for Teaching won NCTE's Richard Meade award for excellence in writing in the field of English Education.
Hillocks, G., Smith, W. L., et al. (1986). Class size and English in the secondary school. Urbana: NCTE and ERIC.
[8] Hillocks, G. (1975). Observing and writing. Urbana: ERIC and NCTE.
Hillocks, G. (1971). An evaluation of Project Apex: A nongraded phase-elective English program. Trenton (Michigan) Public Schools, [Study conducted and published under the auspices of USOE].
Hillocks, G., Kinnick, B. J., et al. (1966). The school literary magazine. Champaign: National Council of Teachers of English.
Hillocks, G. (1965).Cooperative research project no. D-067: A comprehensive program in English for the 7th, 8th, and 9th grades. United States Office of Education.
Fellow, American Educational Research Association 2009
Elected to National Academy of Education, 2000
Fellow, Center for Advanced Study in the Behavioral Sciences, Palo Alto, CA, 2000–2001
Fellow, National Conference on Research in English (now NCRLL), 1987
The Richard Meade Award for distinguished research in English education for the book Narrative Writing: Learning a New Model for Teaching November, 2008.
Distinguished Service Award from the National Council of Teachers of English 2004
Outstanding Academic Work Award from Choice for The Testing Trap, 2003
Thomas R. Watson Visiting Distinguished Professor of Rhetoric and Composition, Spring Semester, 2000, University of Louisville
David H. Russell Award from NCTE for Distinguished Research in the Teaching of English for the book, Teaching Writing as Reflective Practice, 1997
National Education Association Pacemaker Award for Euclid Central English Curriculum, 1965
Listed in Who’s Who in the World, 2001 edition
Listed in Who’s Who in America, 2002- 2009 editions
Listed in Who’s Who in American Education, 2007 edition
President, National Conference on Research on Language and Literacy, 2000–2001
Vice-president of National Conference on Research in Language and Literacy, 1999–2000
Chair, NCTE Standing Committee on Research
At the University of Chicago, Hillocks directed the Master of Arts in Teaching (MAT) program in English education from 1971-2002. His students went on to distinguished teaching careers in middle and secondary schools. While some left the classroom for doctoral programs and university positions, others moved into careers that built on their teaching experience, and others raised families, for the most part his students remained in schools. [9]