| Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS BR Lowell, K Cherbow, KL McNeill Science Education 105 (1), 5-32, 2021 | 38 | 2021 |
| Considering discussion types to support collective sensemaking during a storyline unit BR Lowell, K Cherbow, KL McNeill Journal of Research in Science Teaching 59 (2), 195-222, 2022 | 18 | 2022 |
| Professional development to support principals' vision of science instruction: Building from their prior experiences to support the science practices KL McNeill, R Lowenhaupt, K Cherbow, BR Lowell Journal of Research in Science Teaching 59 (1), 3-29, 2022 | 11 | 2022 |
| Using the student hat to push on multiple goals in teacher professional learning BR Lowell, KL McNeill International Society of the Learning Sciences (ISLS), 2020 | 11 | 2020 |
| Keeping critical thinking afloat BR Lowell, KL Mcneill Science Scope 43 (1), 64-69, 2019 | 11 | 2019 |
| Changes in teachers' beliefs: A longitudinal study of science teachers engaging in storyline curriculum‐based professional development BR Lowell, KL McNeill Journal of Research in Science Teaching 60 (7), 1457-1487, 2023 | 5 | 2023 |
| Using Key Features to Analyze and Modify Curriculum for the NGSS BR Lowell, H Mcgowan Science Scope 45 (3), 48-54, 2022 | 3 | 2022 |
| The Instructional Leader’s Guide to Implementing K-8 Science Practices R Lowenhaupt, KL McNeill, R Katsh-Singer, B Lowell, BR Lowell, ... ASCD, 2021 | 3 | 2021 |
| NGSS Lesson Adaptations: A resource for integrating the science practices into your instruction K Cherbow, K McNeill, R Lowenhaupt, M McKinley, B Lowell Science and Children 56 (5), 73-77, 2019 | 3 | 2019 |
| Assessing curriculum for NGSS alignment: Oversimplification of cognitive Load and separation of the three dimensions BR Lowell, K Cherbow, KL McNeill Comunicación presentada en el encuentro anual de NARST. Baltimore, MD, 2019 | 3 | 2019 |
| Supporting Science Teacher Learning in Curriculum-Based Professional Development BR Lowell Boston College, 2022 | 1 | 2022 |
| Eliciting Initial Ideas, Building Understandings, and Coming to Consensus: Using Different Teacher Moves for Distinct Discussion Types K Cherbow, BR Lowell, K Grymonpre, KL McNeill, R Affolter Science Scope 47 (2), 18-24, 2024 | | 2024 |
| The student hat in professional development: Building epistemic empathy to support teacher learning BR Lowell Science Education, 2024 | | 2024 |
| Supporting k-8 principals’ vision of science instruction: Shifting towards science as practice through professional development KL McNeill, K Cherbow, BR Lowell, R Lowenhaupt | | |
Katherine L. McNeillProfessor of Science Education. Boston CollegeVerified email at bc.edu
