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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T. J. Hoellein, J. L. Tank, S. A. Entrekin, E. J. Rosi-Marshall, M. L. Stephen, and G. A. Lamberti, “Effects of benthic habitat restoration on nutrient uptake and ecosystem metabolism in three headwater streams”, River Res. Appl, vol. 28, no. 9, p. 1451-1461, 2012.
T. J. Hoellein, J. L. Tank, E. J. Rosi-Marshall, and S. A. Entrekin, “Temporal variation of substratum-specific rates of N uptake and metabolism and their relative contribution at the stream-reach scale”, J. N. Am. Benthol. Soc., vol. 28, p. 305-318, 2009.
A. Hoffman and J. J. Armesto, Ecología. Conocer la casa de todos. 2008, p. 181.
K. S. Hofmockel, W. H. Schlesinger, and R. B. Jackson, “Effects of elevated atmospheric carbon dioxide on amino acid and NH4+-N cycling in a temperate pine ecosystem”, Global Change Biol., vol. 13, p. 1950-1959, 2007.
K. Hogan, “Museums as initiators of educational change”. p. 3, 1992.
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, “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, “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.
K. Hogan, “Sociocognitive roles in science group discourse”, Int. J. Sci. Ed., vol. 21, p. 855-882, 1999.
Scaffolding Student Learning: Instructional Approaches and Issues. 1997, p. 199.
K. Hogan, “Eco-Inquiry: Building a Community of Inquiring Minds”. 1993.
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 and A. R. Berkowitz, “Teachers as inquiry learners”, J. Sci. Teacher Ed., vol. 11, p. 1-25, 2000.
K. Hogan, Eco-Inquiry: A Guide to Ecological Learning Experiences for the Upper Elementary/Middle Grades. 1994, p. 392.
K. Hogan, “Small groups' ecological reasoning while making an environmental management decision”, J. Res. Sci. Teach, vol. 39, p. 341-368, 2002.
K. Hogan, “A map in an egg carton? A challenge for children”, vol. 1. p. 3, 1990.
K. Hogan and R. Campbell, “Building a community of inquiry”, Connect, vol. 8, p. 4-6, 1995.
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 and J. B. Baron, “Optimizing science learning in the informal setting”, in The Sourcebook, 1990, p. 223-228.
K. Hogan, “Introduction”, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 1-5.

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