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, “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.
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.
M. Holmer, H. S. Jensen, K. K. Christensen, C. Wigand, and F. Ö. Andersen, “Sulfate reduction in lake sediments inhabited by the isoetid macrophytes Littorella uniflora and Isoetes lacustris”, Aquat. Bot., vol. 60, p. 307-324, 1998.
R. T. Holmes and G. E. Likens, Organisms of Hubbard Brook Valley, New Hampshire. 1999, p. 32.
K. L. Hondula and M. L. Pace, “Macroalgal support of cultured hard clams in a low nitrogen coastal lagoon”, Marine Ecology Progress Series, vol. 498, p. 187 - 201, 2014.
K. L. Hondula, M. L. Pace, J. J. Cole, and R. D. Batt, “Hydrogen isotope discrimination in aquatic primary producers: implications for aquatic food web studies”, Aquatic Sciences, vol. 76, no. 2, p. 217 - 229, 2014.
B. G. Hong, et al., “An integrated monitoring/modeling framework for assessing human-nature interactions in urbanizing watersheds: Wappinger and Onondaga Creek watersheds, New York, USA”, Environmental Modelling and Software, vol. 32, p. 1-15, 2012.
D. A. Honkala, “Landsat thematic mapper data: applications to forest and wildlife habitat analysis”, 1985.

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