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.

Export 211 results:
Sort by: [ Author (Asc)] Title Type Year
Filters: First Letter Of Last Name is H  [Clear All Filters]
A B C D E F G [H] I J K L M N O P Q R S T U V W X Y Z   [Show ALL]
K. Hogan, Rita. 1996, p. 59.
K. Hogan, “Assessing depth of sociocognitive processing in peer groups' science discussions”, Res. Sci. Ed., vol. 29, p. 457-477, 1999.
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 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, “Beyond hands-on: the Eco-Inquiry approach to ecology education”, Teach. Ecol. Group News, vol. 10, p. 20-23, 1991.
K. Hogan, “Assessing students' systems reasoning in ecology”, J. Biol. Ed., vol. 35, p. 22-28, 2000.
K. Hogan and J. Fisherkeller, Eco-inquiry formative evaluation results. 1994, p. 55.
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 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.
K. Hogan, “Teaching the science of ecology”, Connect, vol. April, p. 4-5, 1990.
K. Hogan, “Summary of research done at Bethlehem Middle School”. p. 15, 1997.
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, Promoting Student Thinking: A Teacher's Guide to Linking Science and Literature Through Rita. 1996, p. 40.
K. Hogan, “Relating students' personal frameworks for science learning to their cognition in collaborative contexts”, Sci. Ed., vol. 83, p. 1-32, 1999.
K. Hogan, “Museums as initiators of educational change”. p. 3, 1992.
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 D. Thomas, “Cognitive comparisons of students' systems modeling in ecology”, J. Sci. Educ. Technol, vol. 10, p. 319-345, 2001.
K. Hogan, “Exploring a process view of students' knowledge about the nature of science”, Sci. Ed., vol. 84, p. 51-70, 2000.
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.
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.
K. Hogan, “The maple trail”, Sci. Child, vol. 27, p. 22-23, 1990.
K. Hogan, “Thinking aloud together: a test of an intervention to foster middle school students' collaborative scientific reasoning”, 1997.
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.
Scaffolding Student Learning: Instructional Approaches and Issues. 1997, p. 199.
K. Hogan, “Sociocognitive roles in science group discourse”, Int. J. Sci. Ed., vol. 21, p. 855-882, 1999.


Cary Institute of Ecosystem Studies | Millbrook, New York 12545 | Tel (845) 677-5343

Privacy Policy Copyright © 2016