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.

Export 214 results:
Sort by: [ Author (Asc)] Title Type Year
Filters: First Letter Of Last Name is H  [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   [Show ALL]
H
A. Hoffman and J. J. Armesto, Ecología. Conocer la casa de todos. 2008, p. 181.
A. Hoffman and J. J. Armesto, Ecología del Agua. Santiago, Chile: , 2014, p. 157.
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, “Relating students' personal frameworks for science learning to their cognition in collaborative contexts”, Sci. Ed., vol. 83, p. 1-32, 1999.
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, Promoting Student Thinking: A Teacher's Guide to Linking Science and Literature Through Rita. 1996, p. 40.
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 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, “Educating inquiring minds”, vol. 245. 1995.
K. Hogan, “Ecology in a classroom community of inquiry”, in R. Mrazek (ed.). Pathways to Partnership: Coalitions for Environmental Education, 1994, p. 255-258.
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, “Exploring a process view of students' knowledge about the nature of science”, Sci. Ed., vol. 84, p. 51-70, 2000.
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 and R. Campbell, “Building a community of inquiry”, Connect, vol. 8, p. 4-6, 1995.
K. Hogan and J. Fisherkeller, Eco-inquiry formative evaluation results. 1994, p. 55.
K. Hogan, “Sociocognitive roles in science group discourse”, Int. J. Sci. Ed., vol. 21, p. 855-882, 1999.
K. Hogan and D. Thomas, “Cognitive comparisons of students' systems modeling in ecology”, J. Sci. Educ. Technol, vol. 10, p. 319-345, 2001.
Scaffolding Student Learning: Instructional Approaches and Issues. 1997, p. 199.
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, Eco-Inquiry: A Guide to Ecological Learning Experiences for the Upper Elementary/Middle Grades. 1994, p. 392.
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, “Summary of research done at Bethlehem Middle School”. p. 15, 1997.
K. Hogan, “Beyond hands-on: the Eco-Inquiry approach to ecology education”, Teach. Ecol. Group News, vol. 10, p. 20-23, 1991.
K. Hogan, “Museums as initiators of educational change”. p. 3, 1992.
K. Hogan and A. R. Berkowitz, “Teachers as inquiry learners”, J. Sci. Teacher Ed., vol. 11, p. 1-25, 2000.

Pages

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

Privacy Policy Copyright © 2017