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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Journal Article
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.
K. Hogan and D. Thomas, “Cognitive comparisons of students' systems modeling in ecology”, J. Sci. Educ. Technol, vol. 10, p. 319-345, 2001.
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.
K. Hogan and R. Campbell, “Building a community of inquiry”, Connect, vol. 8, p. 4-6, 1995.
K. Hogan, “Beyond hands-on: the Eco-Inquiry approach to ecology education”, Teach. Ecol. Group News, vol. 10, p. 20-23, 1991.
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.
K. Hogan, “Assessing students' systems reasoning in ecology”, J. Biol. Ed., vol. 35, p. 22-28, 2000.
K. Hogan, “Assessing depth of sociocognitive processing in peer groups' science discussions”, Res. Sci. Ed., vol. 29, p. 457-477, 1999.
Book Chapter
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.
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.
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.
K. Hogan and J. B. Baron, “Optimizing science learning in the informal setting”, in The Sourcebook, 1990, p. 223-228.
K. Hogan, “Introduction”, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 1-5.
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 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, “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 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.


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