PUBLICATIONS    
​                                                                                                                       
Refereed Journal Articles
Marco-Bujosa, L. M., McNeill, K.L. & Friedman, A. (2023). An exploration of beginning science teacher orientations toward social justice: “What does it mean to teach?” Journal of Science Teacher Education. 
 
Marco-Bujosa, L. M., Baker, L.*, & Malott, K. (2023).  “Why am I here?”: A phenomenological exploration of first-generation college student experiences in STEM majors within a PWI. Journal of Research in Science Teaching.

Marco-Bujosa, L. M. (2022). Soul searching in teaching science for social justice: An exploration of critical events through the lens of intersectionality. Cultural Studies of Science Education. 

Marco-Bujosa, L.  (2021). Prospective secondary math teachers encountering STEM in a methods course: When math is more than “just math”. International Journal of Technology in Education (IJTE), 4(2), 247-286. 
 
Minken, Z., Macalalag, A., Clarke, A., Marco-Bujosa, L., & Rulli, C. (2021). Development of teachers’ pedagogical content knowledge during lesson planning of socioscientific issues. International Journal of Technology in Education (IJTE), 4(2), 113-165. 
 
Marco-Bujosa, L. M., Friedman, A. A., & Kramer, A.* (2021). Learning to teach science in urban schools: Context as content. School Science and Mathematics, 121(1), 46-57. 

Marco-Bujosa, L. M., Joy, L., Sorrentino, R.* (2020). Nevertheless, she persisted: A comparison of male and female experiences in community college STEM programs. Community College Journal of Research and Practice.  

Marco-Bujosa, L. M., McNeill, K. L., & Friedman, A. (2020). Becoming an urban science teacher: How beginning teachers negotiate contradictory school contexts. Journal of Research in Science Teaching, 57(1), 3-32.  
 
Marco-Bujosa, L. M., Levy, A. J., & McNeill, K. (2020). A case study exploring the identity of an in-service elementary science teacher: A language teacher first. Research in Science Education, 50(1), 79–98.
​
Loper, S., McNeill, K. L., González-Howard, M., Marco-Bujosa, L. M., & O’ Dwyer, L. (2019). An examination of how teachers’ beliefs about scientific argumentation are impacted by multimedia educative curriculum materials (MECMs). Technology, Pedagogy, and Education, 28(2), 173-190. 

McNeill, K. L., Marco-Bujosa, L. M., & Gonzalez-Howard, M. (2018). Teachers’ enactments of curriculum: Fidelity to procedure versus fidelity to goal for scientific argumentation. International Journal of Science Education, 40(12), 1455-1475.

González-Howard, M., Marco-Bujosa, L. M., McNeill, K.L., Goss, M. & Loper, S. (2018). The Argumentation Toolkit: A resource for integrating argumentation into your science classroom. Science Scope, 42(3), 74-78.

Marco-Bujosa, L. M., González-Howard, M., McNeill, K. L., & Loper, S. (2017). Designing and using multimedia modules for teacher educators: Supporting teacher learning of scientific argumentation. Innovations in Science Teacher Education, 4(2). 

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), 528-547.

Marco-Bujosa, L. M., McNeill, K. L., Gonzalez-Howard, M., & Loper, S. L. (2017). An exploration of teacher learning from an educative reform-oriented science curriculum: Case studies of teacher curriculum use. Journal of Research in Science Teaching, 54(2), 141-168. 

Marco-Bujosa, L. M. & Levy, A. J. (2016). Caught in the balance: An organizational analysis of science teaching in schools with science specialists. Science Education, 100(6), 983-1008.

Levy, A.J., Jia, Y., Marco-Bujosa, L., Gess-Newsome, J., & Pasquale, M. (2016). Science specialists or classroom teachers: Who should teach elementary science? Science Educator, 24(2), 1-12.

Levy, A. J., Pasquale, M. M., & Marco, L. (2008). Models of providing science instruction in the elementary grades: A research agenda to inform decision makers. Science Educator, 17(2), 1-18.
 
PRESENTATIONS ​
Marco-Bujosa, L. (2020, March). A narrative inquiry into the making of an urban science teacher:  Felicia’s Story. A paper virtually presented at the annual meeting of the National Association for Research in Science Teaching, Portland, OR. 

Marco-Bujosa, L. (2020, March). Urban Science Teacher Education Across Contexts: An Examination of Teacher Learning through the Lenses of Identity and Agency. A poster virtually presented at the Equity and Ethics Symposium at the annual meeting of the National Association for Research in Science Teaching, Portland, OR. 

Marco-Bujosa, L. (2019, November). Supporting Dispositional Growth for Math and Science Teaching in a Methods Course. A presentation at the annual meeting of the School Science and Mathematics Association, Salt Lake City, UT. 

Marco-Bujosa, L., Friedman, A., David, B. & Kramer, A. (2019, April). Out-of-classroom knowledge for urban science teaching: An exploration of pedagogical context knowledge. A paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada. 

Marco-Bujosa, L. (2019, April). An Examination of Well-prepared Urban Science Teachers: Teacher Preparation as Identity Work. A paper  presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD. 

Marco-Bujosa, L., McNeill, K. L. & Friedman, A. (2018, April). Becoming an urban science teacher: An exploration of beginning teacher identity and agency. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.​ 
​​
Marco-Bujosa, L. & Levy, A. J. (2017, April). Exploring the identity development of a beginning in-service elementary science teacher. Poster presented at the annual meeting of the National Association for Research in Science Teaching, San Antonio, TX.

Marco-Bujosa, L., McNeill, K. L., González-Howard, M. & Loper, S. (2017, April). Teacher learning from a reform-oriented science curriculum: An exploration of teacher curriculum use. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Antonio, TX.

McNeill, K. L., González-Howard, M., Marco-Bujosa, L. & Loper, S. (2017, April). An examination of how teachers’ beliefs about scientific argumentation are impacted by multimedia educative curriculum materials (MECMs). Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Antonio, TX.

McNeill, K. L., Marco-Bujosa, L., González-Howard, M. & Loper, S. (2016, April). Curriculum implementation for scientific argumentation: Fidelity to procedure versus fidelity to goals. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.

Marco-Bujosa, L. & Levy, A. J. (2015, April). Caught in the balance: School context and elementary science specialists. A presentation at the New England Education Research Organization Annual Conference, April 29 - May 1, 2015, Portsmouth, NH.

Marco-Bujosa, L. & Levy, A. J. (2015, February). A case study of elementary science specialists: An organizational analysis of enabling conditions. A presentation at the Ethnographic and Qualitative Research Conference, February 9-10, Las Vegas, NV.
​
Joy, L. & Marco-Bujosa, L. (2013, June). Community college pathways to engineering for women: A challenge to gender stereotypes? A presentation at the WEPAN National Conference: Engage Everyone, Building an Inclusive Climate for Diverse Communities of Women in STEM, June 19-22, Atlanta, GA.