| An analysis of science instruction for the science practices: Examining coherence across system levels and components in current systems of science education in K‐8 schools K Cherbow, MT McKinley, KL McNeill, R Lowenhaupt Science Education 104 (3), 446-478, 2020 | 54 | 2020 |
| 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 | 53 | 2021 |
| Planning for student-driven discussions: A revelatory case of curricular sensemaking for epistemic agency K Cherbow, KL McNeill Journal of the Learning Sciences 31 (3), 408-457, 2022 | 36 | 2022 |
| 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 | 32 | 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 | 19 | 2022 |
| Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment K Cherbow Journal of Research in Science Teaching 60 (4), 807-846, 2023 | 8 | 2023 |
| The instructional leader’s guide to implementing K-8 science practices R Lowenhaupt, KL McNeill, R Katsh-Singer, B Lowell, K Cherbow ASCD, 2021 | 5 | 2021 |
| 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 | 4 | 2019 |
| Exploring the teacher-storyline relationship: Curricular design and enactment for coherence from the student perspective K Cherbow Boston College, 2021 | 2 | 2021 |
| Current K-8 science instruction: Similarities and differences with the science practices K Cherbow, MT McKinley, KL McNeill, R Lowenhaupt annual meeting of the National Association for Research in Science Teaching …, 2018 | 2 | 2018 |
| 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 | 1 | 2024 |
| Building from Strengths and Attending to Context: Supporting Rural Science Teachers’ Learning AS Lo, L Gladwell, CF Herrmann-Abell, K O’Connor, AR Allen, SL Cooper, ... National Association for Research in Science Teaching 2024 Annual …, 2024 | | 2024 |
| Impacting Preservice Teachers’ Classroom Practice Through the Development of Coherent Science Teacher Education Experiences K Cherbow, AS Lo, CF Herrmann-Abell, B Stennett, K Askinas National Association for Research in Science Teaching International Conference, 2024 | | 2024 |
| A practitioner’s perspective on engaging in cross-stakeholder collaborations to enhance secondary science preservice preparation programs AS Lo, A Bekins, W Lindsay, A Martin, J Newberg, J Smith, R Gagnon, ... Association for Science Teacher Education International Conference, 2024 | | 2024 |
| NGSS Lesson Adaptations: A resource for integrating the science practices into your instruction. K Cherbow, K McNeill, R Lowenhaupt, M McKinley, B Lowell Science & Children 56 (5), 2019 | | 2019 |
| Teaching Teachers K Cherbow, K McNeill, R Lowenhaupt, M McKinley, B Lowell Science and Children 56 (5), 73-77, 2019 | | 2019 |
| Supporting k-8 principals’ vision of science instruction: Shifting towards science as practice through professional development KL McNeill, K Cherbow, BR Lowell, R Lowenhaupt | | |
