Erin Hogan
Biographic Data
| ID | 4634993 |
|---|---|
| NAME | Erin Hogan |
| GIVEN NAMES | Erin |
| FAMILY NAME | Hogan |
| SIGNATURE | HOGAN E |
| AFFILIATIONS | University of Maryland, Baltimore County |
| ORCID | 0000-0003-0599-9231 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Development of a Coaching Model
Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based liter…
Tensions in Fostering Student Epistemic Agency Through Sensemaking in Elementary Science
Recent reforms in science education emphasize engaging students in authentic sensemaking practices. Central to this vision is positioning students as epistemic agents who generate questions, negotiate ideas, and co‐construct scientific understanding. Yet, classroom realities reveal persistent tensions in implementing these ideals, particularly in elementary settings. This multiple case study draws on classroom video and post‐lesson debriefs of fi…
Factors influencing special education teacher educators’ focus on emergent multilingual learners in preservice literacy coursework
The Association Between Classroom Dialogic Interaction and Student Reading Performance
Using an explanatory sequential mixed methods approach, this secondary analysis investigated the relations among classroom dialogic interaction, fifth‐grade students' reading achievement, and teachers' dialogic stances. First, quantitative analyses of time‐sampled lesson observations and state reading test scores suggested that the more class time teachers spent facilitating dialogic interaction directly promoted student reading performance. Qual…
Bridging Student Funds of Knowledge With Science Discourse
This study, which is part of the special issue on Teacher Learning and Practice in Organizational Contexts, investigated the ways in which urban middle school science teachers' organizational contexts influenced their ability to identify and leverage minoritized students' funds of knowledge (FoK) to facilitate equitable science learning through hybrid discourse. Ten science teachers received professional development from an external, university p…
A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners
An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers’ implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19 studies that investigated PD on literacy instruction and intervention for ELs. Findings revealed that alth…
Sustaining the Use of Evidence-Based Tier 1 Literacy Practices That Benefit Students With Disabilities
The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers’ adoption and sustained use of evidence-based Tier 1 literacy practices that benefit students with learning disabilities. The study was conducted within the context of an adolescent litera…
Proyectando las luces y sombras de la industria audiovisual peninsular posCima
Nuestro propósito en el presente artículo es llevar a cabo una metarreflexión crítica sobre nuestras aportaciones al proyecto de humanidades digitales The Gynocine Project. El punto de partida y eje que articula nuestro análisis es un corpus de seis entrevistas que realizamos a mujeres cineastas emergentes de la etapa posCIMA junto a lecturas cruzadas de investigaciones recientes enfocadas en este ámbito de estudio. En nuestro análisis, que coinc…
Entrevista a Margarita Ledo Andión
Fragmento de la entrevista de María García Puente [Profesora en la California State University San Bernardino] y Erin K. Hogan [Profesora en la University of Maryland Baltimore County] a Margarita Ledo Andión para el para el Gynocine Project: Women filmmakers, feminism and film studies dirigido por Bárbara Zecchi. Este proyecto, que se puede consultar en https://www.gynocine.com., cuenta con una base de datos online que incluye entrevistas y otro…
Transfer, Adaptation, and Loss in Practice-Based Teacher Education Amidst Covid-19
The consequences and affordances of online teacher education remain understudied, even as it promises greater accessibility. The COVID-19-related pivot to emergency remote teaching offered a novel opportunity to study how practice-based teacher educators transitioned courses online. This multiple case study of six graduate student instructors examines the effects of transition on four pedagogies of practice-based teacher education. We discovered …
Queering Post-War Childhood
The ideologically opposed camps of the 'two Spains' have given rise to two corresponding 'cines con niño'. From the final years of Franco's dictatorship, and in greater numbers since the 1990s, films forming a nuevo cine con niño have appeared. Agustí Villaronga's Pa negre (2010) shares commonalities with earlier features, but is unique in its queering of the childhood represented in the cines con niño. The figure of the ghostly gay child, per Ka…
A politics of listening in Isabel Coixet’s Escuchando al juez Garzón (2011)
The coincidence of Baltasar Garzón’s recent trial, which evaluated the legality of certain investigations he conducted as Audiencia Nacional judge, and the bicentennial of La Pepa, Spain’s first though brief experiment in democratic constitutionalism, invite reflection on the state of democracy in Spain. This article on Catalonian director Isabel Coixet’s documentary primarily explores the practice of listening in the filmed interview of Garzón, …
Bridging Student Funds of Knowledge With Science Discourse
This study, which is part of the special issue on Teacher Learning and Practice in Organizational Contexts, investigated the ways in which urban middle school science teachers' organizational contexts influenced their ability to identify and leverage minoritized students' funds of knowledge (FoK) to facilitate equitable science learning through hybrid discourse. Ten science teachers received professional development from an external, university p…
Queering Post-War Childhood
The ideologically opposed camps of the 'two Spains' have given rise to two corresponding 'cines con niño'. From the final years of Franco's dictatorship, and in greater numbers since the 1990s, films forming a nuevo cine con niño have appeared. Agustí Villaronga's Pa negre (2010) shares commonalities with earlier features, but is unique in its queering of the childhood represented in the cines con niño. The figure of the ghostly gay child, per Ka…
A politics of listening in Isabel Coixet’s Escuchando al juez Garzón (2011)
The coincidence of Baltasar Garzón’s recent trial, which evaluated the legality of certain investigations he conducted as Audiencia Nacional judge, and the bicentennial of La Pepa, Spain’s first though brief experiment in democratic constitutionalism, invite reflection on the state of democracy in Spain. This article on Catalonian director Isabel Coixet’s documentary primarily explores the practice of listening in the filmed interview of Garzón, …
Proyectando las luces y sombras de la industria audiovisual peninsular posCima
Nuestro propósito en el presente artículo es llevar a cabo una metarreflexión crítica sobre nuestras aportaciones al proyecto de humanidades digitales The Gynocine Project. El punto de partida y eje que articula nuestro análisis es un corpus de seis entrevistas que realizamos a mujeres cineastas emergentes de la etapa posCIMA junto a lecturas cruzadas de investigaciones recientes enfocadas en este ámbito de estudio. En nuestro análisis, que coinc…
Entrevista a Margarita Ledo Andión
Fragmento de la entrevista de María García Puente [Profesora en la California State University San Bernardino] y Erin K. Hogan [Profesora en la University of Maryland Baltimore County] a Margarita Ledo Andión para el para el Gynocine Project: Women filmmakers, feminism and film studies dirigido por Bárbara Zecchi. Este proyecto, que se puede consultar en https://www.gynocine.com., cuenta con una base de datos online que incluye entrevistas y otro…
Transfer, Adaptation, and Loss in Practice-Based Teacher Education Amidst Covid-19
The consequences and affordances of online teacher education remain understudied, even as it promises greater accessibility. The COVID-19-related pivot to emergency remote teaching offered a novel opportunity to study how practice-based teacher educators transitioned courses online. This multiple case study of six graduate student instructors examines the effects of transition on four pedagogies of practice-based teacher education. We discovered …
A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners
An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers’ implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19 studies that investigated PD on literacy instruction and intervention for ELs. Findings revealed that alth…
Sustaining the Use of Evidence-Based Tier 1 Literacy Practices That Benefit Students With Disabilities
The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers’ adoption and sustained use of evidence-based Tier 1 literacy practices that benefit students with learning disabilities. The study was conducted within the context of an adolescent litera…
Factors influencing special education teacher educators’ focus on emergent multilingual learners in preservice literacy coursework
The Association Between Classroom Dialogic Interaction and Student Reading Performance
Using an explanatory sequential mixed methods approach, this secondary analysis investigated the relations among classroom dialogic interaction, fifth‐grade students' reading achievement, and teachers' dialogic stances. First, quantitative analyses of time‐sampled lesson observations and state reading test scores suggested that the more class time teachers spent facilitating dialogic interaction directly promoted student reading performance. Qual…
Bridging Student Funds of Knowledge With Science Discourse
This study, which is part of the special issue on Teacher Learning and Practice in Organizational Contexts, investigated the ways in which urban middle school science teachers' organizational contexts influenced their ability to identify and leverage minoritized students' funds of knowledge (FoK) to facilitate equitable science learning through hybrid discourse. Ten science teachers received professional development from an external, university p…
The Development of a Coaching Model
Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based liter…
Tensions in Fostering Student Epistemic Agency Through Sensemaking in Elementary Science
Recent reforms in science education emphasize engaging students in authentic sensemaking practices. Central to this vision is positioning students as epistemic agents who generate questions, negotiate ideas, and co‐construct scientific understanding. Yet, classroom realities reveal persistent tensions in implementing these ideals, particularly in elementary settings. This multiple case study draws on classroom video and post‐lesson debriefs of fi…
Mathematics education (7 works) · Pedagogy (7 works) · Psychology (7 works) · Sociology (7 works) · Literacy (5 works) · Political science (5 works) · Art (4 works) · Computer Science (4 works) · Humanities (4 works) · Medicine (4 works)