Faculty & Staff

TRACY HOGAN

ASSOCIATE PROFESSOR

EDUCATION, RUTH S. AMMON SCHOOL OF

ALUMNAE QUAD ANNEX
ROOM 237

p - 516-877-4019

f - 516-877-4097

e - HOGAN@ADELPHI.EDU

 

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Diplomas/Degrees

Ph.D. Educational Psychology, Fordham University (2004)
M.A.T. Science Education, University of Iowa (1996)
B.S. Fisheries and Wildlife Biology, Iowa State University (1994)

Recent Courses

Master'S Seminar In Adolescence Education
The Middle School Student: Development Across The Continuum
Visions And Practices In Middle School Education

Teaching Specializations/Interests

Science Education
Critical Literacy in Science
Teaching and Learning through Inquiry

Research Interests

Cognition and Instruction
Teacher Expertise
Educational television and the influence on childrens' cognitive development

Grants/Sponsored Research

New York State Education Department (NYSED): Project BEST: Bilingual Educators of Science and Technology. A clinically rich teacher preparation program. (2011-2014). PI: $816,000.

National Science Foundation/Robert Noyce Teacher Scholarship Program. The Adelphi University Science Education Advancement (SEA) Program. (2011-2016). PI: 1,200,000.00

Book Chapters

Hogan, T. (2010). Students empowering change through published works. In R. Verma (Eds.). Be the change: Teacher, activist, global citizen. (pp. 199-213). New York, NY: Peter Lang.

Craven, J. & Hogan, T. (2010). Resisting an unbecoming science. In D. Moss and T. Osborn (Eds.). Resistance in Education. (pp. 201-222). New York, NY: Peter Lang.

Hogan, T. & Craven, J. (2008). Disempowering the Authority of Science- Preparing Students for a Public Voice. In L. Wallowitz (Eds.). Critical literacy as resistance: Teaching for social justice across the secondary curriculum. (pp. 65-84). New York, NY: Peter Lang.

Craven, J. & Hogan, T. (2007). Science literacy, media literacy, and the Internet: Change forces in the United States and the People's Republic of China. In F. Blumberg (Eds.). When East meets West: Media research and practice in US and China. (pp. 170-196). Cambridge, United Kingdom: Cambridge Scholars Publishing.


Refereed Articles

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Gabrilean, N., Blumberg, F., & Hogan, T.M. (2009), The effects of appeal on children's comprehension and recall of content in educational television programs. Journal of Applied Developmental Psychology, 30, 161-168.

Hogan, T.M., & Rabinowitz, M. (2009), Teacher expertise and the development of a problem representation. Educational Psychology, 2, 153-169.

Craven, J. & Hogan, T. (2008), Re-Thinking Science Fairs. Phi Delta Kappan, 89, 679-680.

Rabinowitz, M. & Hogan, T.M. (2008), Experience and problem representation in statistics. American Journal of Psychology, 121, 395-407.

Craven, J. & Hogan, T.M. (2006), Beachcombing for Fossils. Science Scope, 30, 66-69.

Hogan, T.M., & Craven, J. (2005), Invasive species in your backyard: What you need to know about investigating the problems of space invaders. Science Scope, 29, 62-64.

Auld, D.P., Blumberg, F.C., & Hogan, T.M. (2004), Computer games. Applied Developmental Science: An Encyclopedia of Research, Policies, and Programs..

Hogan, T.M., Rabinowitz, M., & Craven, J. (2003), Problem representation in teaching: Inferences from research of expert and novice teachers. Educational Psychologist, 38, 235-247.

Craven, J., & Hogan, T.M. (2001), Assessing student participation in the classroom. Science Scope, 25, 26-40.


Invited Presentation/Lecture

Craven, J., Nevárez-La Torre, A., Manocchi-Verrino, C. Kang, E., McCarthy, M. & Hogan, T. (2010, March). Reading and Writing for Learning in Science: Practical Classroom Strategies to Engage Young Learners. Celebration of Teaching and Learning, New York, New York..

Hogan, T. (2007, July). Similarities and differences between experts and novices in the development of a problem representation. Fordham Summer Institute on Applied Cognition. Fordham University, New York, New York..

Hogan, T. & McCarthy, M. (2006, October). Linking science and literacy: Stories and Storytelling. the Long Island Science Education Leadership Association..


Conference Presentations/Papers

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Hogan, T.M. & McCarthy, M.J. (2011). Problem representation in science: How experience matters. In EpiSteme 4: The Fourth International Conference to Review Research on Science, Technology and Mathematics Education. Mumbai, India.

Hogan, T. (2009). Problem Representation and Science Literacy: The Effects of Experience. In American Psychological Association. Toronto, Canada.

Ness, D., Craven, J., Farenga, S., Hogan, T., Johnson, B. Johnson, D.D., (2007). NCATE-A Potemkin village on the Potomac: Using standards and high-stakes testing to ignore issues of social justice. In American Association for the Advancement of Curriculum Studies. Chicago, Il.

Craven, J. & Hogan, T.M. (2006). A disconnect between accredidation and the distinguished "new" teacher. In American Association for the Advancement of Curriculum Studies. Berkeley, California.

Hogan, T.M., & Rabinowitz, M. (2005). Representation and analogical problem solving of expert and novice teachers. In American Psychological Association. Washington, D.C..

Blumberg, F.C., Hogan, T.M., Solazzo, L., Galvin, K., & Fisch, S. (2002). Children's attention to educational television: A matter of appeal. In American Psychological Association. Chicago, Illinois..

Rabinowitz, M., & Hogan, T.M. (2001). Using a triad judgment task to examine the effect of experience on problem representation in statistics. In Cognitive Science Society. Edinburgh, Scotland.

Craven, J.A., & Hogan, T.M. (2000). Elementary students constructing the nature and language of science. In National Association for Research in Science Teaching. New Orleans, LA.


Professional Activities

National Association for Research in Science Teaching: Awards Committee Member, 2009 & 2010 National Conferences.

International Journal of Science and Mathematics Education: Reviewer

National Association for Research in Science Teaching: 2007 & 2008 National Conference Strand 2 Co-Coordinator.

Gear Up (Gaining Early Awareness and Readiness for Undergraduate Programs): Science Curriculum Developer: Wyandanch School District

New York City Board of Education District 29, Region 3
Smaller Learning Communities Grant Evaluation for Springfield Gardens High School: Evaluator

New York City Board of Education
District 29, Region 3
21st Century Grant Evaluation for IS 238 and IS 192: Co-Evaluator

Member: American Psychological Association
Member: American Education Research Association
Member: National Association for Research in Science Teaching