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, 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.
T. J. Hoellein, J. L. Tank, E. J. Rosi-Marshall, S. A. Entrekin, and G. A. Lamberti, “Controls on spatial and temporal variation of nutrient uptake in three Michigan headwater streams”, Limnology and Oceanography, vol. 52, no. 5, p. 1964 - 1977, 2007.
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, “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.
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 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.
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, “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.


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