The Institute communicates its scientific and educational information in a number of ways. One major outlet is peer-reviewed publications and reports.  Cary Institute staff regularly publish in the best-rated journals in their respective fields.

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K. Hogan, “Ecology in a classroom community of inquiry”, in R. Mrazek (ed.). Pathways to Partnership: Coalitions for Environmental Education, 1994, p. 255-258.
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.
K. Hogan, “Thinking aloud together: a test of an intervention to foster middle school students' collaborative scientific reasoning”, 1997.
K. Hogan, “Assessing depth of sociocognitive processing in peer groups' science discussions”, Res. Sci. Ed., vol. 29, p. 457-477, 1999.
K. Hogan, Promoting Student Thinking: A Teacher's Guide to Linking Science and Literature Through Rita. 1996, p. 40.
K. Hogan, “Educating inquiring minds”, vol. 245. 1995.
K. Hogan, “Beyond hands-on: the Eco-Inquiry approach to ecology education”, Teach. Ecol. Group News, vol. 10, p. 20-23, 1991.
K. Hogan, “Small groups' ecological reasoning while making an environmental management decision”, J. Res. Sci. Teach, vol. 39, p. 341-368, 2002.
K. Hogan, “A map in an egg carton? A challenge for children”, vol. 1. p. 3, 1990.
K. Hogan and D. Thomas, “Cognitive comparisons of students' systems modeling in ecology”, J. Sci. Educ. Technol, vol. 10, p. 319-345, 2001.
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.
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.
K. Hogan, “Introduction”, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 1-5.
K. Hogan, “Assessing students' systems reasoning in ecology”, J. Biol. Ed., vol. 35, p. 22-28, 2000.
K. Hogan, “Relating students' personal frameworks for science learning to their cognition in collaborative contexts”, Sci. Ed., vol. 83, p. 1-32, 1999.
Scaffolding Student Learning: Instructional Approaches and Issues. 1997, p. 199.
K. Hogan, “Summary of research done at Bethlehem Middle School”. p. 15, 1997.
K. Hogan and R. Campbell, “Building a community of inquiry”, Connect, vol. 8, p. 4-6, 1995.
K. Hogan, Eco-Inquiry: A Guide to Ecological Learning Experiences for the Upper Elementary/Middle Grades. 1994, p. 392.
K. Hogan, “Museums as initiators of educational change”. p. 3, 1992.
K. Hogan, “Teaching the science of ecology”, Connect, vol. April, p. 4-5, 1990.
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.
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.
K. Hogan and C. A. Corey, “Viewing classrooms as cultural contexts for fostering scientific literacy”, Anthropol. Educat. Quarterly, vol. 32, p. 1-30, 2001.
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.


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