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 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, “A map in an egg carton? A challenge for children”, vol. 1. p. 3, 1990.
K. Hogan, “Small groups' ecological reasoning while making an environmental management decision”, J. Res. Sci. Teach, vol. 39, p. 341-368, 2002.
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.
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, “Educating inquiring minds”, vol. 245. 1995.
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, “Assessing depth of sociocognitive processing in peer groups' science discussions”, Res. Sci. Ed., vol. 29, p. 457-477, 1999.
K. Hogan, Rita. 1996, p. 59.
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. Maglienti, “Comparing the epistemological underpinnings of students' and scientists' reasoning about conclusions”, J. Res. Sci. Teach, vol. 38, p. 663-687, 2001.
K. Hogan, “Beyond hands-on: the Eco-Inquiry approach to ecology education”, Teach. Ecol. Group News, vol. 10, p. 20-23, 1991.
K. Hogan, “Assessing students' systems reasoning in ecology”, J. Biol. Ed., vol. 35, p. 22-28, 2000.
K. Hogan and J. Fisherkeller, Eco-inquiry formative evaluation results. 1994, p. 55.
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 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, “Teaching the science of ecology”, Connect, vol. April, p. 4-5, 1990.
K. Hogan, “Summary of research done at Bethlehem Middle School”. p. 15, 1997.
J. Hogel, “Why do Veeries (Catharus fuscescens) sing at dusk? Comparing acoustic competition during two peaks in vocal activity”, Undergraduate Ecology Research Reports. 2010.
E. A. Holland, R. Boone, J. Greenberg, P. M. Groffman, and G. P. Robertson, “Measurement of soil CO2, N2O and CH4 exchange”, in G. P. Robertson, C. S. Bledsoe, D. C. Coleman, and P. Sollins (eds.). Standard Soil Methods for Long Term Ecological Research, 1999, p. 185-201.
K. S. Hollweg, C. H. Pea, and A. R. Berkowitz, “Why is understanding urban ecosystems an important frontier for education and educators?”, in A. R. Berkowitz, C. H. Nilon, and K. S. Hollweg (eds.). Understanding Urban Ecosystems: A New Frontier for Science and Education, 2003, p. 19-38.

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