Maggie Hannan

Overview

Maggie Hannan is a mixed-methods researcher focused on understanding and improving the ways that complex initiatives unfold in learning organizations. She has more than a decade of experience with research, evaluation, and technical assistance in STEM education systems, including efforts to scale high-quality instructional coaching, examine the uptake of high-quality instructional materials, strengthen teacher preparation and retention, and assess the instructional impacts of educational technologies. She specializes in qualitative research and formative evaluation approaches.  

Hannan currently leads the evaluation of a newly developed advanced mathematics course that is being piloted in 11 states. She also partners with state education agencies to build evaluation capacity, supports organizations navigating leadership transitions, and collaborates with education technology developers to better understand how teachers use their products.  

Hannan is also a yoga practitioner, cat parent, and wildlife rehabilitation volunteer. She completed her PhD at the University of Pittsburgh’s Learning Research and Development Center. 

Education

• PhD in Learning Sciences and Policy, University of Pittsburgh 
• MA in English Literature, West Virginia University  

Select Publications

Hannan, M. (2025). Emerging insights from early implementation of California’s Statewide Residency Technical Assistance Center. WestEd. 

Hannan, M. Q., Hartnett, S., Konyk, K., & Keruskin, K. (2024). Situated technology infusion in a school district: How systems and structures mediate the process. Educational Technology Research and Development, 72(2), 819–844.  

Hannan, M. Q., & Russell, J. L. (2020). Coaching in Context: Exploring conditions that shape instructional coaching practice. Teachers College Record, 122(10), 1–40.  

Russell, J. L., Correnti, R., Stein, M. K., Bill, V., Hannan, M. Q., Schwartz, N., Booker, L. N., Pratt, N. R., & Mathis, C. (2019). Learning from adaptation to support instructional improvement at scale: Understanding coaching adaptation in the TN Math Coaching Project. American Educational Research Journal, 57(1), 535–575.