Erin Hogan

Erin Hogan

Assistant Professor
Department of Elementary, Middle & Secondary Teacher Education
Room 241 - College of Education and Human Development

Erin Hogan's curriculum vitae [PDF]

Educational Background Experience

  • Postdoctoral, IES Postdoctoral Research Fellow, Multitiered Systems of Support, Meadows Center for Preventing Educational Risk, University of Texas at Austin, 2021-2023
  • Ph.D., Literacy Instruction & Applied Linguistics, University of Maryland, College Park, Department of Teaching and Learning, Policy and Leadership (2021)
  • M.Ed., Reading Specialist. University of Maryland, College Park, 2015
  • B.A., Philosophy, with Minor in Italian. University of Maryland, College Park (2003).

Professional Experience

  • Institute of Education Sciences Postdoctoral Education Research Fellow, The University of Texas, Austin, August 2021-Present
  • Research Assistant, University of Maryland, College Park, August 2017-August 2021
  • Graduate Assistant, University of Maryland, College Park, August 2015-August 2017
  • 6th grade English Language Arts teacher, E.L. Haynes Public Charter School, Washington D.C, 2012 - 2014


  • Certified Reviewer: Group Designs (4.1; 5.0). What Works Clearinghouse (2022)
  • Statistical Methodology. University of Maryland, College Park (2021).
  • K-12 Reading Specialist. University of Maryland, College Park (2015).
  • Reading Recovery. George Mason University (2011).
  • K-12 Special Education. University of Virginia (2006).


  • Shelton, A., Swanson, E., Wexler, J, Barrows, B, & Hogan, E. (2023). An Exploration of Middle School Literacy Coaching: A Multi-Survey Study of Teachers and Instructional Coaches. Teacher Education and Special Education. doi:10.1177/08884064231172733
  • Hogan, E. Gannon, C., Anthony, M., Byrne, V., & Dhingra, N. (2022). Transfer, Adaptation, and Loss in Practice-Based Teacher Education Amidst COVID-19. The New Educator, 18(3), 256-279. doi: 10.1080/1547688X.2022.2098438
  • Shelton, A., Hogan, E., Wexler, J., Chow, J. (2022). A Synthesis of Teacher Professional Development Targeting Literacy Instruction and Intervention for English Learners. Review of Educational Research. doi: 10.3102/00346543221087718
  • Wexler, J., Swanson, E., Vaughn, S., Shelton, A., Bray, L., Hogan, E., & Kurz, L. A. (2022). Sustaining the Use of Evidence-Based Tier 1 Literacy Practices. Journal of Learning Disabilities. doi: 10.1177/00222194211065499
  • Wexler, J., Kearns, D. K., Lemons, C. J., Shelton, A., Pollack, M., Stapleton, L. M., Clancy, E., Hogan, E., & Lyon, C. (2022). Improving Instruction in the Co-taught Middle School Classroom to Support Reading Comprehension. Contemporary Educational Psychology, 68, 1-14. doi: 10.1016/j.cedpsych.2021.102040
  • Landa, M., & Hogan Rapp, E. (2021). Using the Children’s Literature Course to Promote Teacher Candidates’ Cultural Competence. In D. E. Hartsfield (Ed.) Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals (pp. 460-481). IGI Global.