| Year |
Citation |
Score |
| 2020 |
Marco-Bujosa L, Levy AJ, McNeill K. A Case Study Exploring the Identity of an In-Service Elementary Science Teacher: A Language Teacher First. Research in Science Education. 50: 79-98. DOI: 10.1007/S11165-017-9681-8 |
0.599 |
|
| 2020 |
Marco‐Bujosa LM, McNeill KL, Friedman AA. Becoming an Urban Science Teacher: How Beginning Teachers Negotiate Contradictory School Contexts. Journal of Research in Science Teaching. 57: 3-32. DOI: 10.1002/Tea.21583 |
0.549 |
|
| 2020 |
González‐Howard M, McNeill KL. Acting with epistemic agency: Characterizing student critique during argumentation discussions Science Education. DOI: 10.1002/Sce.21592 |
0.644 |
|
| 2020 |
Cherbow K, McKinley MT, McNeill KL, Lowenhaupt R. An analysis of science instruction for the science practices: Examining coherence across system levels and components in current systems of science education in K‐8 schools Science Education. 104: 446-478. DOI: 10.1002/Sce.21573 |
0.414 |
|
| 2019 |
Cherbow K, McNeill K, Lowenhaupt R, McKinley M, Lowell B. Teaching Teachers: NGSS Lesson Adaptations Science and Children. 56. DOI: 10.2505/4/Sc19_056_05_73 |
0.531 |
|
| 2019 |
Lowenhaupt R, McNeill KL. Subject-Specific Instructional Leadership in K8 Schools: The Supervision of Science in an Era of Reform Leadership and Policy in Schools. 18: 460-484. DOI: 10.1080/15700763.2018.1453937 |
0.362 |
|
| 2019 |
Loper S, McNeill KL, González-Howard M, Marco-Bujosa LM, O’Dwyer LM. The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation Technology, Pedagogy and Education. 28: 173-190. DOI: 10.1080/1475939X.2019.1583121 |
0.42 |
|
| 2019 |
González‐Howard M, McNeill KL. Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding Journal of Research in Science Teaching. 56: 821-844. DOI: 10.1002/Tea.21530 |
0.425 |
|
| 2018 |
Henderson JB, McNeill KL, González-Howard M, Close K, Evans M. Key challenges and future directions for educational research on scientific argumentation Journal of Research in Science Teaching. 55: 5-18. DOI: 10.1002/Tea.21412 |
0.453 |
|
| 2018 |
McNeill KL, Lowenhaupt RJ, Katsh‐Singer R. Instructional leadership in the era of the NGSS: Principals’ understandings of science practices Science Education. 102: 452-473. DOI: 10.1002/Sce.21336 |
0.439 |
|
| 2017 |
Loper S, McNeill KL, González-Howard M. Multimedia Educative Curriculum Materials (MECMs): Teachers’ Choices in Using MECMs Designed to Support Scientific Argumentation Journal of Science Teacher Education. 28: 36-56. DOI: 10.1080/1046560X.2016.1277600 |
0.522 |
|
| 2017 |
González-Howard M, McNeill KL, Marco-Bujosa LM, Proctor CP. `Does it answer the question or is it French fries?': an exploration of language supports for scientific argumentation International Journal of Science Education. 39: 528-547. DOI: 10.1080/09500693.2017.1294785 |
0.549 |
|
| 2017 |
McNeill KL, Berland L. What is (or should be) scientific evidence use in k-12 classrooms? Journal of Research in Science Teaching. 54: 672-689. DOI: 10.1002/Tea.21381 |
0.637 |
|
| 2017 |
Marco-Bujosa LM, McNeill KL, González-Howard M, Loper S. An exploration of teacher learning from an educative reform‐oriented science curriculum: Case studies of teacher curriculum use Journal of Research in Science Teaching. 54: 141-168. DOI: 10.1002/Tea.21340 |
0.585 |
|
| 2017 |
McNeill KL, González-Howard M, Katsh-Singer R, Loper S. Moving beyond Pseudoargumentation: Teachers' Enactments of an Educative Science Curriculum Focused on Argumentation. Science Education. 101: 426-457. DOI: 10.1002/Sce.21274 |
0.595 |
|
| 2016 |
Pimentel DS, McNeill KL. Secondary science students’ beliefs about class discussions: a case study comparing and contrasting academic tracks International Journal of Science Education. 38: 2047-2068. DOI: 10.1080/09500693.2016.1225183 |
0.718 |
|
| 2016 |
McNeill KL, Katsh-Singer R, González-Howard M, Loper S. Factors impacting teachers' argumentation instruction in their science classrooms International Journal of Science Education. 38: 2026-2046. DOI: 10.1080/09500693.2016.1221547 |
0.669 |
|
| 2016 |
González-Howard M, Mcneill KL. Learning in a community of practice: Factors impacting english-learning students' engagement in scientific argumentation Journal of Research in Science Teaching. DOI: 10.1002/Tea.21310 |
0.663 |
|
| 2016 |
Knight-Bardsley A, McNeill KL. Teachers’ Pedagogical Design Capacity for Scientific Argumentation Science Education. 100: 645-672. DOI: 10.1002/Sce.21222 |
0.53 |
|
| 2016 |
Katsh-Singer R, Mcneill KL, Loper S. Scientific Argumentation for All? Comparing Teacher Beliefs About Argumentation in High, Mid, and Low Socioeconomic Status Schools Science Education. 100: 410-436. DOI: 10.1002/Sce.21214 |
0.738 |
|
| 2015 |
Pearson PD, Knight AM, Cannady MA, Henderson JB, McNeill KL. Assessment at the Intersection of Science and Literacy Theory Into Practice. 54: 228-237. DOI: 10.1080/00405841.2015.1044372 |
0.454 |
|
| 2015 |
Mcneill KL, González-Howard M, Katsh-Singer R, Loper S. Pedagogical content knowledge of argumentation: Using classroom contexts to assess high-quality PCK rather than pseudoargumentation Journal of Research in Science Teaching. DOI: 10.1002/Tea.21252 |
0.712 |
|
| 2013 |
McNeill KL, Pimentel DS, Strauss EG. The Impact of High School Science Teachers' Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum International Journal of Science Education. 35: 2608-2644. DOI: 10.1080/09500693.2011.618193 |
0.766 |
|
| 2013 |
Piazza P, McNeill KL. Negotiating Competing Goals in the Development of an Urban Ecology Practitioner Inquiry Community Journal of Science Teacher Education. 24: 1157-1176. DOI: 10.1007/S10972-013-9349-9 |
0.555 |
|
| 2013 |
Price JF, McNeill KL. Toward a lived science curriculum in intersecting figured worlds: An exploration of individual meanings in science education Journal of Research in Science Teaching. 50: 501-529. DOI: 10.1002/Tea.21084 |
0.682 |
|
| 2013 |
McNeill KL, Knight AM. Teachers' pedagogical content knowledge of scientific argumentation: The impact of professional development on K-12 teachers Science Education. 97: 936-972. DOI: 10.1002/Sce.21081 |
0.62 |
|
| 2013 |
Pimentel DS, Mcneill KL. Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers' Beliefs Science Education. 97: 367-394. DOI: 10.1002/Sce.21061 |
0.691 |
|
| 2012 |
Hashimoto-Martell EA, McNeill KL, Hoffman EM. Connecting Urban Youth with their Environment: The Impact of an Urban Ecology Course on Student Content Knowledge, Environmental Attitudes and Responsible Behaviors Research in Science Education. 42: 1007-1026. DOI: 10.1007/S11165-011-9233-6 |
0.555 |
|
| 2012 |
McNeill KL, Vaughn MH. Urban High School Students' Critical Science Agency: Conceptual Understandings and Environmental Actions Around Climate Change Research in Science Education. 42: 373-399. DOI: 10.1007/S11165-010-9202-5 |
0.667 |
|
| 2012 |
Berland LK, Mcneill KL. For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson Science Education. 96: 808-813. DOI: 10.1002/Sce.21000 |
0.367 |
|
| 2011 |
McNeill KL. Elementary students' views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year Journal of Research in Science Teaching. 48: 793-823. DOI: 10.1002/Tea.20430 |
0.747 |
|
| 2011 |
Fogleman J, McNeill KL, Krajcik J. Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning Journal of Research in Science Teaching. 48: 149-169. DOI: 10.1002/Tea.20399 |
0.731 |
|
| 2010 |
Berland LK, McNeill KL. A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts Science Education. 94: 765-793. DOI: 10.1002/Sce.20402 |
0.73 |
|
| 2010 |
McNeill KL, Pimentel DS. Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation Science Education. 94: 203-229. DOI: 10.1002/Sce.20364 |
0.76 |
|
| 2010 |
McNeill KL, Pimentel DS, Strauss EG. The effect of teachers' beliefs and curricular enactments on student learning in high school science Learning in the Disciplines: Icls 2010 Conference Proceedings - 9th International Conference of the Learning Sciences. 2: 403-404. |
0.644 |
|
| 2009 |
McNeill KL, Krajcik J. Synergy between teacher practices and curricular scaffolds to support students in using domain-specific and domain-general knowledge in writing arguments to explain phenomena Journal of the Learning Sciences. 18: 416-460. DOI: 10.1080/10508400903013488 |
0.805 |
|
| 2009 |
Mcneill KL. Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena Science Education. 93: 233-268. DOI: 10.1002/Sce.20294 |
0.746 |
|
| 2008 |
Hug B, McNeill KL. Use of first-hand and second-hand data in science: Does data type influence classroom conversations? International Journal of Science Education. 30: 1725-1751. DOI: 10.1080/09500690701506945 |
0.59 |
|
| 2008 |
McNeill KL, Krajcik J. Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning Journal of Research in Science Teaching. 45: 53-78. DOI: 10.1002/Tea.20201 |
0.784 |
|
| 2008 |
Krajcik J, McNeill KL, Reiser BJ. Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy Science Education. 92: 1-32. DOI: 10.1002/Sce.20240 |
0.645 |
|
| 2006 |
McNeill KL, Lizotte DJ, Krajcik J, Marx RW. Supporting students' construction of scientific explanations by fading scaffolds in instructional materials Journal of the Learning Sciences. 15: 153-191. DOI: 10.1207/S15327809Jls1502_1 |
0.781 |
|
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