Erica works with pre-service and in-service teachers and serves as a K-12 teacher coach and professional development provider. Erica’s teaching focuses on helping teachers support and extend K-12 students’ literacy and learning. Her research interests focus on teacher learning and professional development, place-based education, literacy, and women in higher education.

• Content Area Literacy
• Reading/Language Arts

Scholarly Interests

• In-service and pre-service teacher learning and professional development
• Disciplinary/content area literacy
• Educational technology
• Women in higher education

• Ph.D., Michigan State University (Curriculum, Teaching, and Educational Policy)
• M.A., Michigan State University (Curriculum and Teaching)
• B.A., Michigan State University (English)

• American Educational Research Association (AERA)
• Association for Supervision and Curriculum Development (ASCD)
• International Society for Technology in Education (ISTE)
• Michigan Association for Computer Users in Learning (MACUL)
• Michigan Reading Association (MRA)
• National Council for Teachers of English (NCTE)

Hamilton, E.R. & Han, M. (2024). From private to public: Using authentic audiences to increase student engagement and foster critical thinking. Teaching and Learning Inquiry.

Burns, A., Taylor, L.K., Hamilton, E.R., & Leonard, A.E. (2023). The COVID conversations: Insights gained through a collaborative self-study of four women academics during the COVID-19 pandemic. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/08878730.2023.2273368

Leonard, A.E., Burns, A., Hamilton, E.R., Taylor, L.K., & Tanck, H. (2023). Place as teacher: Community-based experiences, third spaces, and teacher education. Studying Teacher Education. https://www.tandfonline.com/doi/full/10.1080/17425964.2023.2250822

Hamilton, E.R. & Margot, K.C. (2023). Using practice-based learning to extend undergraduate teaching and learning. International Journal for the Scholarship of Teaching and Learning, 17(1), 1-11.

Hamilton, E.R. & Marckini-Polk, L. (2023). The impact of place-based education on middle school students’ literacy and environmental stewardship. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2022.2163789

Hamilton, E.R., Pawelka, K., Morrow, T., & Markini-Polk, L. (2022). Putting problem-based learning in its place: Elementary students’ rain gardens. Science and Children, 59(6), 58-61.

Taylor, L.K., Hamilton, E.R., Burns, A., & Leonard, A. (2022). Teacher educators’ apprenticeships of observation and community-based field experiences. Frontiers in Education. 7:754759. doi: 10.3389/feduc.2022.754759

Han, M. & Hamilton, E.R. (2022). Promoting engagement and learning: Using the fishbowl strategy in online and hybrid college courses. College Teaching. DOI: 10.1080/87567555.2021.2024127

VanderLugt, D., Levandoski, K., & Hamilton, E.R. (2022). Nurturing the learning zone: Moving toward hope and possibility while coaching through the COVID-19 pandemic. Michigan Reading Journal, 54(3), 25-30.

Hamilton, E.R., Van Duinen, D.V. (2021). Hybrid spaces: Adolescent literacy and learning in a museum. Journal of Adult and Adolescent Literacy, 64(5), 511-520. https://doi.org/10.1002/jaal.1123

Hamilton, E.R. & VanderLugt, D. (2021). Beyond brick walls and computer screens: The story of a university-middle school writing partnership. In Ash, A., Clark, M.D., & Drew, C. (Eds.). Imaginative Teaching Through Creative Writing: A Guide for Secondary Classrooms. Bloomsbury.

Hamilton, E.R., Van Duinen, D.V., & Ruhmor, G. (2020). Inquiry and counter-witnessing in COVID-19. Michigan Reading Journal, 53(1), 51-55.