Publications

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, “Introduction”, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 1-5.
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 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 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 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, “A map in an egg carton? A challenge for children”, vol. 1. p. 3, 1990.
K. Hogan, “Museums as initiators of educational change”. p. 3, 1992.
K. Hogan, “Eco-Inquiry: Building a Community of Inquiring Minds”. 1993.
K. Hogan, “Educating inquiring minds”, vol. 245. 1995.
K. Hogan, “Summary of research done at Bethlehem Middle School”. p. 15, 1997.
K. Hogan and J. Fisherkeller, Eco-inquiry formative evaluation results. 1994, p. 55.
K. Hogan, “Thinking aloud together: a test of an intervention to foster middle school students' collaborative scientific reasoning”, 1997.

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