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 38 results:
Sort by: [ Author (Desc)] Title Type Year
Filters: Author is Hogan, K.  [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 
K. Hogan, “Assessing students' systems reasoning in ecology”, J. Biol. Ed., vol. 35, p. 22-28, 2000.
K. Hogan, “Introduction”, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 1-5.
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 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, “Summary of research done at Bethlehem Middle School”. p. 15, 1997.
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, “Museums as initiators of educational change”. p. 3, 1992.
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, “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, “Exploring a process view of students' knowledge about the nature of science”, Sci. Ed., vol. 84, p. 51-70, 2000.
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, “Sociocognitive roles in science group discourse”, Int. J. Sci. Ed., vol. 21, p. 855-882, 1999.
K. Hogan and J. B. Baron, “Optimizing science learning in the informal setting”, in The Sourcebook, 1990, p. 223-228.
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.
K. Hogan, Rita. 1996, p. 59.
K. Hogan and J. Fisherkeller, Eco-inquiry formative evaluation results. 1994, p. 55.
K. Hogan, “The maple trail”, Sci. Child, vol. 27, p. 22-23, 1990.
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, “Eco-Inquiry: Building a Community of Inquiring Minds”. 1993.
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 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 A. R. Berkowitz, “Teachers as inquiry learners”, J. Sci. Teacher Ed., vol. 11, p. 1-25, 2000.


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

Privacy Policy Copyright © 2016