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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A. Hoffman and J. J. Armesto, Ecología del Agua. Santiago, Chile: , 2014, p. 157.
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, “Teaching the science of ecology”, Connect, vol. April, p. 4-5, 1990.
K. Hogan and A. R. Berkowitz, “Teachers as inquiry learners”, J. Sci. Teacher Ed., vol. 11, p. 1-25, 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 J. B. Baron, “Optimizing science learning in the informal setting”, in The Sourcebook, 1990, p. 223-228.
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, “Thinking aloud together: a test of an intervention to foster students' collaborative scientific reasoning”, J. Res. Sci. Teach, vol. 36, p. 1085-1109, 1999.
K. Hogan, Rita. 1996, p. 59.
K. Hogan, “Assessing depth of sociocognitive processing in peer groups' science discussions”, Res. Sci. Ed., vol. 29, p. 457-477, 1999.
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, “Introduction”, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 1-5.
K. Hogan, “Eco-Inquiry: Building a Community of Inquiring Minds”. 1993.
K. Hogan, “The maple trail”, Sci. Child, vol. 27, p. 22-23, 1990.
K. Hogan, “A map in an egg carton? A challenge for children”, vol. 1. p. 3, 1990.
K. Hogan, “Thinking aloud together: a test of an intervention to foster middle school students' collaborative scientific reasoning”, 1997.
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, “Small groups' ecological reasoning while making an environmental management decision”, J. Res. Sci. Teach, vol. 39, p. 341-368, 2002.
K. Hogan, “Assessing students' systems reasoning in ecology”, J. Biol. Ed., vol. 35, p. 22-28, 2000.
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, “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 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.


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