Teacher Practices that Support Students' Construction of Scientific Explanations in Middle School Classrooms. - David J. Lizotte; Katherine L. McNeill; Joseph Krajcik (ICLS, 2004)

Teachers' pedagogical content knowledge of students' science writing and talk. - Katherine L. McNeill; Amanda M. Knight (ICLS, 2010)

The effect of teachers' beliefs and curricular enactments on student learning in high school science. - Katherine L. McNeill; Diane Silva Pimentel; Eric Strauss (ICLS, 2010)

Intersections of Science Learning and Language Development within Scientific Argumentation: Implications for English Language Learners. - Maria González-Howard; Katherine L. McNeill (ICLS, 2014)

Multimedia Educative Curriculum Materials: Designing Digital Supports for Learning to Teach Scientific Argumentation. - Suzanna Loper; Katherine L. McNeill; Raphaela Peck; Jeremy Price; Jacqueline Barber (ICLS, 2014)

Unpacking Dimensions of Evidentiary Knowledge and Reasoning in the Teaching and Learning of Science. - Ala Samarapungavan; Kari L. Clase; Nancy Pelaez; Stephanie Gardner; Chandrani Misra; Ravit Golan Duncan; Clark A. Chinn; Sarit Barzilai; Leema K. Berland; Katherine L. McNeill; Eve Manz; Alison Wylie; et al. (ICLS, 2018)

Bridging Research and Practice to Implement Change in Teaching and Learning at Scale. - Daniel C. Edelson; Brian J. Reiser; Katherine L. McNeill; Renee Affolter; Andrew E. Krumm; William R. Penuel (ICLS, 2020)

Using the Student Hat to Push on Multiple Goals in Teacher Professional Learning. - Benjamin R. Lowell; Katherine L. McNeill (ICLS, 2020)