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, “Assessing students' systems reasoning in ecology”, J. Biol. Ed., vol. 35, p. 22-28, 2000.
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.
C. W. Anderson and K. Hogan, “Designing programs for science learning”, J. Res. Sci. Teach, vol. 37, p. 627-628, 2000.
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, “Exploring a process view of students' knowledge about the nature of science”, Sci. Ed., vol. 84, p. 51-70, 2000.
J. J. Gallagher and K. Hogan, “Intergenerational, community-based learning and science education (editorial)”, J. Res. Sci. Teach, vol. 37, p. 107-108, 2000.
K. Hogan and A. R. Berkowitz, “Teachers as inquiry learners”, J. Sci. Teacher Ed., vol. 11, p. 1-25, 2000.
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.
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.


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