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 K.  Hogan and K. C.  Weathers, ?Psychological and ecological perspectives on the development of systems thinking?, in A. R. Berkowitz, C. H. Nilon, and K. S. Hollweg (eds.). Understanding Urban Ecosystems: A New Frontier for Science and Education, 2003, p. 233-260.\par \par  H. A.  Ewing, et al., ?The role of modeling in undergraduate education?, in C. D. Canham, J. J. Cole, and W. K. Lauenroth (eds.). Models in Ecosystem Science, 2003, p. 413-427.\par \par  K.  Hogan, ?Pitfalls of community-based learning: how power dynamics limit adolescents' trajectories of growth and participation?, Teachers College Record, vol. 104, p. 586-624, 2002.\par \par  K.  Hogan, ?Small groups' ecological reasoning while making an environmental management decision?, J. Res. Sci. Teach, vol. 39, p. 341-368, 2002.\par \par  K.  Hogan, ?A sociocultural analysis of school and community settings as sites for developing environmental practitioners?, Env. Educ. Res., vol. 8, p. 417-441, 2002.\par \par  K.  Hogan and D.  Thomas, ?Cognitive comparisons of students' systems modeling in ecology?, J. Sci. Educ. Technol, vol. 10, p. 319-345, 2001.\par \par  K.  Hogan, ?Collective metacognition: the interplay of individual, social, and cultural meanings in small groups' reflective thinking?, in F. Columbus (ed.). Advances in Psychology Research VII, 2001.\par \par  K.  Hogan and M.  Maglienti, ?Comparing the epistemological underpinnings of students' and scientists' reasoning about conclusions?, J. Res. Sci. Teach, vol. 38, p. 663-687, 2001.\par \par  K.  Hogan and C.  Corey, ?Viewing classrooms as cultural contexts for fostering scientific literacy?, Anthropol. Educat. Quarterly, vol. 32, p. 1-30, 2001.\par \par  K.  Hogan, ?Assessing students' systems reasoning in ecology?, J. Biol. Ed., vol. 35, p. 22-28, 2000.\par \par  T.  Moorcroft, K. H.  Desmarais, K.  Hogan, and A. R.  Berkowitz, ?Authentic assessment in the informal setting: how it can work for you?, J. Environ. Ed., vol. 31, p. 20-24, 2000.\par \par  C. W.  Anderson and K.  Hogan, ?Designing programs for science learning?, J. Res. Sci. Teach, vol. 37, p. 627-628, 2000.\par \par  K.  Hogan and J.  Fisherkeller, ?Dialogue as data: assessing students' scientific reasoning with interactive protocols?, in J. J. Mintzes, J. H. Wandersee, and J. D. Novak (eds.). Assessing Science Understanding: a Human Constructivist View, 2000, p. 95-127.\par \par  K.  Hogan, B. K.  Nastasi, and M.  Pressley, ?Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions?, Cognition and Instruction, vol. 17, p. 379-432, 2000.\par \par  K.  Hogan, ?Exploring a process view of students' knowledge about the nature of science?, Sci. Ed., vol. 84, p. 51-70, 2000.\par \par  J. J.  Gallagher and K.  Hogan, ?Intergenerational, community-based learning and science education (editorial)?, J. Res. Sci. Teach, vol. 37, p. 107-108, 2000.\par \par  K.  Hogan and A. R.  Berkowitz, ?Teachers as inquiry learners?, J. Sci. Teacher Ed., vol. 11, p. 1-25, 2000.\par \par  K.  Hogan, ?Assessing depth of sociocognitive processing in peer groups' science discussions?, Res. Sci. Ed., vol. 29, p. 457-477, 1999.\par \par  C. A.  Anderson and K.  Hogan, ?Design in science education (editorial)?, J. Res. Sci. Teach, vol. 36, p. 975-976, 1999.\par \par  K.  Hogan, ?Relating students' personal frameworks for science learning to their cognition in collaborative contexts?, Sci. Ed., vol. 83, p. 1-32, 1999.\par \par  K.  Hogan, ?Sociocognitive roles in science group discourse?, Int. J. Sci. Ed., vol. 21, p. 855-882, 1999.\par \par  K.  Hogan, ?Thinking aloud together: a test of an intervention to foster students' collaborative scientific reasoning?, J. Res. Sci. Teach, vol. 36, p. 1085-1109, 1999.\par \par  K.  Hogan and M.  Pressley, ?Becoming a scaffolder of students' learning?, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 185-191.\par \par  K.  Hogan, ?Introduction?, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 1-5.\par \par  K.  Hogan and M.  Pressley, ?Scaffolding scientific competencies within classroom communities of inquiry?, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 74-107.\par \par Scaffolding Student Learning: Instructional Approaches and Issues. 1997, p. 199.\par \par  K.  Hogan, ?Summary of research done at Bethlehem Middle School?. p. 15, 1997.\par \par  K.  Hogan, ?Thinking aloud together: a test of an intervention to foster middle school students' collaborative scientific reasoning?, 1997.\par \par  M.  Pressley, K.  Hogan, R.  Wharton-McDonald, J.  Mistretta, and S.  Ettenberger, ?The challenges of instructional scaffolding. . .the challenges of instruction that supports student thinking?, Learn. Disabil. Res. Pract, vol. 11, p. 138-146, 1996.\par \par  K.  Hogan, Promoting Student Thinking: A Teacher's Guide to Linking Science and Literature Through Rita. 1996, p. 40.\par \par  K.  Hogan and J.  Fisherkeller, ?Representing students' thinking about nutrient cycling in ecosystems: bidimensional coding of a complex topic?, J. Res. Sci. Teach, vol. 33, p. 941-970, 1996.\par \par  K.  Hogan, Rita. 1996, p. 59.\par \par  K.  Hogan and R.  Campbell, ?Building a community of inquiry?, Connect, vol. 8, p. 4-6, 1995.\par \par  K.  Hogan, ?Educating inquiring minds?, vol. 245. 1995.\par \par  K.  Hogan, Eco-Inquiry: A Guide to Ecological Learning Experiences for the Upper Elementary/Middle Grades. 1994, p. 392.\par \par  K.  Hogan and J.  Fisherkeller, Eco-inquiry formative evaluation results. 1994, p. 55.\par \par  K.  Hogan, ?Ecology in a classroom community of inquiry?, in R. Mrazek (ed.). Pathways to Partnership: Coalitions for Environmental Education, 1994, p. 255-258.\par \par  K.  Hogan, ?Eco-Inquiry: Building a Community of Inquiring Minds?. 1993.\par \par ?The Eco-Inquirer Newsletter #1?. p. 4, 1992.\par \par ?The Eco-Inquirer Newsletter #2?. p. 8, 1992.\par \par  K.  Hogan, ?Museums as initiators of educational change?. p. 3, 1992.\par \par  K.  Hogan, ?Beyond hands-on: the Eco-Inquiry approach to ecology education?, Teach. Ecol. Group News, vol. 10, p. 20-23, 1991.\par \par  K.  Hogan, ?A map in an egg carton? A challenge for children?, vol. 1. p. 3, 1990.\par \par  K.  Hogan, ?The maple trail?, Sci. Child, vol. 27, p. 22-23, 1990.\par \par  K.  Hogan and J. B.  Baron, ?Optimizing science learning in the informal setting?, in The Sourcebook, 1990, p. 223-228.\par \par  K.  Hogan, ?Teaching the science of ecology?, Connect, vol. April, p. 4-5, 1990.\par \par }