| Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation KL McNeill, M González‐Howard, R Katsh‐Singer, S Loper Journal of Research in Science Teaching 53 (2), 261-290, 2016 | 168 | 2016 |
| Factors impacting teachers' argumentation instruction in their science classrooms KL McNeill, R Katsh-Singer, M González-Howard, S Loper International Journal of Science Education 38 (12), 2026-2046, 2016 | 156 | 2016 |
| Learning in a community of practice: Factors impacting English‐learning students' engagement in scientific argumentation M González‐Howard, KL McNeill Journal of Research in Science Teaching 53 (4), 527-553, 2016 | 137 | 2016 |
| Key challenges and future directions for educational research on scientific argumentation JB Henderson, KL McNeill, M González‐Howard, K Close, M Evans Journal of Research in Science Teaching 55 (1), 5-18, 2018 | 131 | 2018 |
| An exploration of teacher learning from an educative reform‐oriented science curriculum: Case studies of teacher curriculum use LM Marco‐Bujosa, KL McNeill, M González‐Howard, S Loper Journal of Research in Science Teaching 54 (2), 141-168, 2017 | 126 | 2017 |
| Moving beyond pseudoargumentation: Teachers’ enactments of an educative science curriculum focused on argumentation KL McNeill, M GONZÁLEZ‐HOWARD, R KATSH‐SINGER, S Loper Science Education 101 (3), 426-457, 2017 | 111 | 2017 |
| Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding M González‐Howard, KL McNeill Journal of Research in Science Teaching 56 (6), 821-844, 2019 | 90 | 2019 |
| Acting with epistemic agency: Characterizing student critique during argumentation discussions M González‐Howard, KL McNeill Science Education 104 (6), 953-982, 2020 | 67 | 2020 |
| Developing research-based instructional materials to support large-scale transformation of science teaching and learning: The approach of the OpenSciEd middle school program DC Edelson, BJ Reiser, KL McNeill, A Mohan, M Novak, L Mohan, ... Journal of Science Teacher Education 32 (7), 780-804, 2021 | 62 | 2021 |
| Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing. M González‐Howard, E Suárez Journal of Research in Science Teaching 58 (5), 2021 | 62 | 2021 |
| Teachers’ enactments of curriculum: Fidelity to Procedure versus Fidelity to Goal for scientific argumentation KL McNeill, LM Marco-Bujosa, M González-Howard, S Loper International Journal of Science Education 40 (12), 1455-1475, 2018 | 52 | 2018 |
| ‘Does it answer the question or is it French fries?’: An exploration of language supports for scientific argumentation M González-Howard, KL McNeill, LM Marco-Bujosa, CP Proctor International Journal of Science Education 39 (5), 528-547, 2017 | 49 | 2017 |
| Studying discourse as social interaction: The potential of social network analysis for discourse studies CJ Wagner, M González-Howard Educational Researcher 47 (6), 375-383, 2018 | 38 | 2018 |
| Multimedia educative curriculum materials (MECMs): Teachers’ choices in using MECMs designed to support scientific argumentation S Loper, KL McNeill, M González-Howard Journal of Science Teacher Education 28 (1), 36-56, 2017 | 24 | 2017 |
| The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation S Loper, KL McNeill, M González-Howard, LM Marco-Bujosa, ... Technology, Pedagogy and Education 28 (2), 173-190, 2019 | 21 | 2019 |
| Exploring the utility of social network analysis for visualizing interactions during argumentation discussions M González‐Howard Science Education 103 (3), 503-528, 2019 | 18 | 2019 |
| "What's our three-word claim?": Supporting English language learning students' engagement in scientific argumentation M González-Howard, KL McNeill, N Ruttan Science Scope 38 (9), 10, 2015 | 15 | 2015 |
| Science education with multilingual learners: Equity as access and equity as transformation SE Grapin, A Pierson, M González‐Howard, M Ryu, C Fine, S Vogel Science Education 107 (4), 999-1032, 2023 | 12 | 2023 |
| Designing and using multimedia modules for teacher educators: Supporting teacher learning of scientific argumentation L Marco-Bujosa, M Gonzalez-Howard, K McNeill, S Loper Innovations in Science Teacher Education 2 (4), 1-16, 2017 | 11 | 2017 |
| Enhancing science lessons to support multilingual students’ engagement in science and engineering practices M González-Howard, S Andersen, KM Pérez Science Scope 44 (3), 24-31, 2021 | 9 | 2021 |
Katherine L. McNeillProfessor of Science Education. Boston College在 bc.edu 的电子邮件经过验证
