| 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 | 148 | 2016 |
| 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 | 116 | 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 | 102 | 2017 |
| Determination of local magnitude using BDSN broadband records RA Uhrhammer, SJ Loper, B Romanowicz Bulletin of the Seismological Society of America 86 (5), 1314-1330, 1996 | 86 | 1996 |
| Preliminary report on the seismological and engineering aspects of the January 17, 1994 Northridge earthquake JP Moehle, J Bray, G Fenves, F Filippou, S Mahin, T McEvilly, M Riemer, ... | 64 | 1994 |
| Scientific argumentation for all? Comparing teacher beliefs about argumentation in high, mid, and low socioeconomic status schools R KATSH‐SINGER, KL McNeill, S Loper Science Education 100 (3), 410-436, 2016 | 60 | 2016 |
| 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 | 46 | 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 | 23 | 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 | 19 | 2019 |
| 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), 2017 | 10 | 2017 |
| Enacting ambitious engineering curriculum in science classrooms: examining teachers’ implementation of Virtual Engineering Internships T Jen, C Morales, E Greenwald, R Montgomery, S Loper, J Barber International Journal of Science Education 42 (12), 2055-2074, 2020 | 7 | 2020 |
| Lessons learned developing a teacher PCK assessment for scientific argumentation: Using classroom contexts to assess rich argumentation rather than pseudoargumentation KL McNeill, M González-Howard, R Katsh-Singer, S Loper Journal of Research in Science Teaching 53 (2), 261-290, 2016 | 7 | 2016 |
| The Argumentation Toolkit M González-Howard, L Marco-Bujosa, KL McNeill, M Goss, S Loper Science Scope 42 (3), 74-78, 2018 | 5 | 2018 |
| Multimedia educative curriculum materials: Designing digital supports for learning to teach scientific argumentation S Loper, KL McNeill, R Peck, J Price, J Barber Boulder, CO: International Society of the Learning Sciences, 2014 | 5 | 2014 |
| Measuring pedagogical content knowledge of argumentation through the development of a teacher argumentation assessment KL McNeill, M Gonzalez-Howard, R Katsh-Singer, S Loper, KL McNeill annual meeting of the National Association for Research in Science Teaching, 2014 | 4 | 2014 |
| The juncture of supply and demand for information: How and when can learning progressions meet the information demands of curriculum developers S Corrigan, S Loper, J Barber, N Brown, J Kulikowich Learning Progressions in Science (LeaPS) Conference. Iowa City, IA, 2009 | 4 | 2009 |
| An Examination of How Teachers’ Beliefs about Scientific Argumentation are Impacted by Multimedia Educative Curriculum Materials (MECMs) KL McNeill, M González-Howard, LM Marco-Bujosa, S Loper, L O’Dwyer | 4* | |
| Digital education futures: design for doing education differently T Hall, R Wegerif, S Loper, D Ní Chróinín, E O’Brien Irish Educational Studies 41 (1), 1-4, 2022 | 3 | 2022 |
| Curriculum implementation for scientific argumentation: Fidelity to procedure versus fidelity to goal KL McNeill, LM Marco-Bujosa, M González-Howard, S Loper annual meeting of the National Association for Research in Science Teaching …, 2016 | 3 | 2016 |
Katherine L. McNeillProfessor of Science Education. Boston CollegeVerified email at bc.edu
