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 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, “Beyond hands-on: the Eco-Inquiry approach to ecology education”, Teach. Ecol. Group News, vol. 10, p. 20-23, 1991.
K. Hogan and R. Campbell, “Building a community of inquiry”, Connect, vol. 8, p. 4-6, 1995.
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C. A. Anderson and K. Hogan, “Design in science education (editorial)”, J. Res. Sci. Teach, vol. 36, p. 975-976, 1999.
C. W. Anderson and K. Hogan, “Designing programs for science learning”, J. Res. Sci. Teach, vol. 37, p. 627-628, 2000.
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, 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.
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J. J. Gallagher and K. Hogan, “Intergenerational, community-based learning and science education (editorial)”, J. Res. Sci. Teach, vol. 37, p. 107-108, 2000.
K. Hogan, “Introduction”, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 1-5.

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