Selected Journal Articles
Lowell, B. R. & McNeill, K. L. (in press). Changes in beliefs and confidence over time: A longitudinal study of science teachers engaging in storyline curriculum-based professional development. Journal of Research in Science Teaching.
McNeill, K. L., Affolter, R. & Reiser, B. J. (2023). Anchoring science professional learning in curriculum materials enactment: Illustrating theories in practice to support teacher learning. In Castro Superfine, A., Goldman, S. R. & Ko, M. (Eds.), Teacher learning in changing contexts: Perspectives from the learning sciences. (pp. 47-68) New York, NY: Routledge.
Cherbow, K. & McNeill, K. L. (2022). Planning for epistemic agency in storyline discussions: A revelatory case of student-informed curricular sensemaking. Journal of the Learning Sciences, 31(3), 408-457.
Affolter, R., Brinza, G. & McNeill, K. L. (2022). “Some of you are smiling now”: Supporting trust, risk taking and equity in your classroom Science Scope, 45(5), 26-34.
Lowell, B. R., Cherbow, K. & McNeill, K. L. (2022). Considering discussion types to support collective sensemaking during a storyline unit. Journal of Research in Science Teaching, 59(2), 195-222.
McNeill, K. L. Lowenhaupt. R., Cherbow, K. & Lowell, B. R. (2022). Professional development to support principals’ vision of science instruction: Building from their prior experiences to support the science practices. Journal of Research in Science Teaching, 59(1), 3-29.
Henderson, J. B., Zilmer, N., Holton, A., Weiner, S., Greenwald, E., Goss, M, Lopez, M. L., Morales, C., Pearson, P. D. & McNeill, K. L. (2021). How science teachers DiALoG their classrooms: Towards a practical and responsive formative assessment of oral argumentation. Journal of Science Education and Technology, 30(6), 803-815.
McNeill, K. L., Affolter, R., & Clinchot, M. (2021). Shifting from learning about to figuring out: PD resources to support classroom change. Science Scope, 45(2), 12-19.
Edelson, D. C., Reiser, B. J., McNeill, K. L., Mohan, A., Novak, M., Mohan, L., Affolter, R., McGill, T., Bracey, Z. B., Noll, J. D., Kowalski, S., Novak, D., Lo, A., Landel, C., Krumm A., Penuel, W. R., Van Horne, K., Gonzalez-Howard, M. & Suarez, E. (2021). Developing research-based instructional materials to support large-scale transformation of science teaching and learning: The approach of the OpenSciEd middle school program. Journal of Science Teacher Education, 32(7), 780-804.
Lowell, B. R., Cherbow, K. & McNeill, K. L. (2021). Re-design or re-label?: How a commercial curriculum and its implementation oversimplifies key features of the NGSS. Science Education, 105(1), 5-32.
González-Howard, M., & McNeill, K.L. (2020). Acting with epistemic agency: Characterizing student critique during argumentation. Science Education, 104(6), 953-982.
Cherbow, K., McKinley, M.T, McNeill, K. L. & Lowenhaupt, R. (2020). Current k-8 science instruction: A systems analysis of the similarities and differences with the science practices. Science Education, 104(3), 446-478.
Lowell, B. R. & McNeill, K. L. (2019). Keeping critical thinking afloat: Shifting from activity-based to phenomenon-based planning. Science Scope, 43(1), 64-69.
González-Howard, M., & McNeill, K.L. (2019). Teachers’ framing of argumentation goals: Working together to develop individual versus communal understanding. Journal of Research in Science Teaching, 56(6), 821-844.
Cherbow, K., McNeill, K. L., Lowenhaupt, R., McKinley, M. T., & Lowell, B. R. (2019). NGSS lesson adaptations: A resource for integrating the science practices into your instruction. Science and Children, 56(5), 73-77.
McNeill, K. L. & Reiser, B. J. (2018). Open source for opening minds: New OpenSciEd materials support science standards. The Learning Professional, 39(6), 44-48.
McNeill, K.L., Marco-Bujosa, L. M., González-Howard, M., Loper, S. (2018). Teachers’ enactments of curriculum: Fidelity to procedure versus fidelity to goal for scientific argumentation. International Journal of Science Education, 40(12), 1455-1475.
McNeill, K.L., Lowenhaupt, R., & Katsh-Singer, R. (2018). Instructional leadership and the implementation of the NGSS: Principals’ understandings of science practices. Science Education, 102(3), 452-473.
McNeill, K. L., González-Howard, M., Katsh-Singer, R. & Loper, S. (2017). Moving beyond pseudoargumentation: Teachers’ enactments of an educative science curriculum focused on argumentation. Science Education, 101(3), 426-457.
González-Howard, M., McNeill, K. L., Marco-Bujosa, L. M & Proctor, C. P. (2017). “Does it answer the question or is it French fries?”: An exploration of language supports for scientific argumentation. International Journal of Science Education, 39(5), 528-457.
McNeill, K. L. & Berland, L. (2017). What is (or should be) scientific evidence use in K-12 classrooms? Journal of Research in Science Teaching. 54(5), 672-289.
Loper, S., McNeill, K. L. & González-Howard, M. (2017). Multimedia educative curriculum materials (MECMs): Teachers’ use of MECMs to support argumentation. Journal of Science Teacher Education, 28(1), 36-56.
González-Howard, M. & McNeill, K. L. (2016). Learning in a community of practice: Factors impacting English-learning students’ engagement in scientific argumentation. Journal of Research in Science Teaching, 53(4), 527-553.
McNeill, K. L., González-Howard, M., Katsh-Singer, R. & Loper, S. (2016). Pedagogical content knowledge of argumentation: Using classroom contexts to assess high quality PCK rather than pseudoargumentation. Journal of Research in Science Teaching, 53(2), 261-290.
McNeill, K. L., Katsh-Singer, R. & Pelletier, P. (2015). Assessing science practices – Moving your class along a continuum. Science Scope, 39(4), 21-28.
McNeill, K. L., & Knight, A. M. (2013). Teachers' pedagogical content knowledge of scientific argumentation: The impact of professional development on k-12 teachers. Science Education, 97, 937-972.
McNeill, K. L. (2011). Elementary students' views of explanation, argumentation and evidence and abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793-823.
McNeill, K. L. & Pimentel, D. S. (2010). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94(2), 203-229.
McNeill, K. L. & Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds to support students in using domain specific and domain general knowledge in writing arguments to explain phenomena. The Journal of the Learning Sciences, 18(3), 416-460.
McNeill, K. L., Lizotte, D. J, Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15(2), 153-191.
Selected Book Chapters
González-Howard, M., & McNeill, K.L. (2019). Supporting linguistically diverse students in scientific argumentation across writing and talking. In Spycher, P. & Haynes, E. (Eds.). Culturally and linguistically diverse learners and STEAM: Teachers and researchers working in partnership to build a better path forward.(pp. 77-94). Charlotte, NC: Information Age Publishing.
Loper, S., McNeill, K. L. & Goss, M. (2018). Developing multimedia educative curriculum materials to support middle school science teachers' PCK for argumentation.In Uzzo, S. M., Graves, S., Shay, E., Harford, M, & Thompson, R. (Eds.). Pedagogical Content Knowledge in STEM.(pp. 241-264) New York, NY: Springer.
McNeill, K. L., Berland, L. K. & Pelletier, P. (2017). Constructing explanations. In Schwarz, C., Passmore, C., Reiser, B.J. (Eds.). Helping students make sense of the world using next generation science and engineering practices. (pp. 205-228) Arlington, VA: National Science Teachers Association Press.
Berland, L. K., McNeill, K. L., Pelletier, P. & Krajcik, J. (2017). Engaging in scientific argumentation. In Schwarz, C., Passmore, C., Reiser, B.J. (Eds.). Helping students make sense of the world using next generation science and engineering practices. (pp. 229-258) Arlington, VA: National Science Teachers Association Press.