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Katherine McNeill

Associate Professor, Science Education

Boston College

Boston, Estados Unidos

Science education; science practices, argumentation; explanation; design of learning environment for students, teachers and instructional leaders.

PhD Science Education, UNIVERSITY OF MICHIGAN. Estados Unidos, 2006
Master of Science: Ecology and Evolutionary Biology, UNIVERSITY OF MICHIGAN. Estados Unidos, 2005
Master of Science: Science Education, UNIVERSITY OF MICHIGAN. Estados Unidos, 2005
Biology, BROWN UNIVERSITY. Estados Unidos, 1998
English and American Literature, BROWN UNIVERSITY. Estados Unidos, 1998

Associate Professor: Science Education Full Time

BOSTON COLLEGE

Boston, Estados Unidos

2012 - A la fecha
Assistant Professor: Science Education Full Time

BOSTON COLLEGE

Boston, Estados Unidos

2006 - 2012
Graduate Student Research Assistant Part Time

UNIVERSITY OF MICHIGAN

Education

Ann Arbor , Estados Unidos

2001 - 2006
Teaching Assistant - ED 890: Multilevel Analysis of Survey Data Part Time

UNIVERSITY OF MICHIGAN

Education

Ann Arbor, Estados Unidos

2005 - 2006

6th and 7th Grade Science Teacher Part Time

The Ellis School

Pittsburgh, Estados Unidos

1998 - 2001
Instructor - High School Biology, Science and Engineering, Dynamic Earth Part Time

Center for Talented Youth, The Johns Hopkins University

Baltimore, Estados Unidos

1998 - 2001
Member of the Board of Directors Other

National Association for Research in Science Teaching

Sunrise Valley Drive, Estados Unidos

2016 - A la fecha
Editorial Board Member Other

Journal Science Education

Boston, Estados Unidos

2016 - A la fecha
Associate Editor Other

Journal of Research in Science Teaching (JRST)

Boston, Estados Unidos

2011 - 2015
Member of the Next Generation Science Standards (NGSS) Other

Lead State Advisory Group for Massachusetts

Massachusetts, Estados Unidos

2011 - 2013

Presenters’ Choice Award

NSF Teaching & Learning Video Showcase

Estados Unidos, 2015

Presenters’ Choice Award at the NSF Teaching & Learning Video Showcase
Rubovits Award

NEERO

Chile, 2013

Best Paper at NEERO
Early Career Research Award

NARST

Chile, 2011

NARST Early Career Research Award
Boston College Teaching with New Media Award

Boston College

Estados Unidos, 2010

Boston College Teaching with New Media Award, Magna Cum Laude


An exploration of teacher learning from an educative reform-oriented science curriculum: Case studies of teacher curriculum use Marco-Bujosa, Lisa M.; McNEILL, KATHERINE L.; González-Howard, María; Loper, Suzanna Article Journal of Research in Science Teaching (2017)
Designing and using online modules for teacher educators: Supporting teacher learning of scientific argumentation. Marco-Bujosa, L. M.; González-Howard, M.; Loper, S. Article Innovations in Science Teacher Education, (2017)
Moving Beyond Pseudoargumentation: Teachers’ Enactments of an Educative Science Curriculum Focused on Argumentation McNEILL, KATHERINE L.; KATSH-SINGER, REBECCA; Loper, Suzanna Article Science Education (2017)
Multimedia educative curriculum materials (MECMs): Teachers’ use of MECMs to support argumentation. Loper, S.; González-Howard, M. Article JOURNAL OF SCIENCE TEACHER EDUCATION (2017)
What is (or should be) scientific evidence use in k-12 classrooms? McNEILL, KATHERINE L.; Berland, Leema Article Journal of Research in Science Teaching (2017)
‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation González-Howard, María; McNEILL, KATHERINE L.; Marco-Bujosa, Lisa M.; Proctor, C. Patrick Article INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (2017)
Factors impacting teachers' argumentation instruction in their science classrooms McNEILL, KATHERINE L.; KATSH-SINGER, REBECCA; González-Howard, María; Loper, Suzanna Article INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (2016)
Learning in a community of practice: Factors impacting english-learning students' engagement in scientific argumentation González-Howard, María; McNEILL, KATHERINE L. Article Journal of Research in Science Teaching (2016)
Pedagogical content knowledge of argumentation: Using classroom contexts to assess high-quality PCK rather than pseudoargumentation McNEILL, KATHERINE L.; González-Howard, María; KATSH-SINGER, REBECCA; Loper, Suzanna Article Journal of Research in Science Teaching (2016)
Scientific Argumentation for All? Comparing Teacher Beliefs About Argumentation in High, Mid, and Low Socioeconomic Status Schools KATSH-SINGER, REBECCA; McNEILL, KATHERINE L.; Loper, Suzanna Article Science Education (2016)
Secondary science students’ beliefs about class discussions: a case study comparing and contrasting academic tracks Pimentel, Diane Silva; McNEILL, KATHERINE L. Article INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (2016)
Teachers’ Pedagogical Design Capacity for Scientific Argumentation KNIGHT-BARDSLEY, AMANDA; McNEILL, KATHERINE L. Article Science Education (2016)
Assessing Science Practices: Moving Your Class Along a Continuum KATSH-SINGER, REBECCA; Pelletier, Pam Article Science Scope (2015)
Assessment at the Intersection of Science and Literacy Pearson, P. David; Knight, Amanda M.; Cannady, Matthew A.; Henderson, J. Bryan; McNEILL, KATHERINE L. Article Theory Into Practice (2015)
Comparing students’ individual written and collaborative oral socioscientific arguments. Knight, A. M. Article International Journal of Environmental and Science Education (2015)
Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers’ Beliefs Pimentel, Diane Silva; McNEILL, KATHERINE L. Article Science Education (2013)
Negotiating Competing Goals in the Development of an Urban Ecology Practitioner Inquiry Community Piazza, Peter; McNEILL, KATHERINE L. Article Journal of Science Teacher Education (2013)
Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K-12 Teachers McNEILL, KATHERINE L.; Knight, Amanda M. Article Science Education (2013)
Teachers’ pedagogical content knowledge of scientific argumentation: The impact of professional development on k-12 teachers. Knight, A. M. Article SCIENCE & EDUCATION (2013)
The Impact of High School Science Teachers’ Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum McNEILL, KATHERINE L.; Pimentel, Diane Silva; Strauss, Eric G. Article INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (2013)
Toward a Lived Science Curriculum in Intersecting Figured Worlds: An Exploration of Individual Meanings in Science Education Price, Jeremy F.; McNEILL, KATHERINE L. Article Journal of Research in Science Teaching (2013)
Connecting Urban Youth with their Environment: The Impact of an Urban Ecology Course on Student Content Knowledge, Environmental Attitudes and Responsible Behaviors Hashimoto-Martell, Erin A.; McNEILL, KATHERINE L.; Hoffman, Emily M. Article Research in Science Education (2012)
For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson Berland, Leema K.; McNEILL, KATHERINE L. Article Science Education (2012)
Urban High School Students’ Critical Science Agency: Conceptual Understandings and Environmental Actions Around Climate Change McNEILL, KATHERINE L.; Vaughn, Meredith Houle Article Research in Science Education (2012)
Claims, evidence and reasoning: Demystifying data during a unit on simple machines. Martin, D. M. Article Science and Children. (2011)
Elementary students' views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year McNEILL, KATHERINE L. Article Journal of Research in Science Teaching (2011)
Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning Fogleman, Jay; McNEILL, KATHERINE L.; Krajcik, Joseph Article Journal of Research in Science Teaching (2011)
Science in the 21st century: More than just the facts. Price, J. F.; Pimentel, D.S.; McNeill, K.L.; Strauss, E. G. Article The Science Teacher (2011)
A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts Berland, Leema K.; McNEILL, KATHERINE L. Article Science Education (2010)
Helping students write scientific explanations. Krajcik, J. Article Science Scope (2009)
Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation McNEILL, KATHERINE L.; Pimentel, Diane Silva Article Science Education (2009)
Synergy Between Teacher Practices and Curricular Scaffolds to Support Students in Using Domain-Specific and Domain-General Knowledge in Writing Arguments to Explain Phenomena McNEILL, KATHERINE L.; Krajcik, Joseph Article JOURNAL OF THE LEARNING SCIENCES (2009)
Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena McNEILL, KATHERINE L. Article Science Education (2009)
Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy Krajcik, Joseph; McNEILL, KATHERINE L.; Reiser, Brian J. Article Science Education (2008)
Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning McNEILL, KATHERINE L.; Krajcik, Joseph Article Journal of Research in Science Teaching (2008)
Use of First‐hand and Second‐hand Data in Science: Does data type influence classroom conversations? Hug, Barbara; McNEILL, KATHERINE L. Article INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (2008)
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials McNEILL, KATHERINE L.; Lizotte, David J.; Krajcik, Joseph; Marx, Ronald W. Article JOURNAL OF THE LEARNING SCIENCES (2006)
Helping students write scientific explanations Novak, A. M.,; McNeill, K. L.,; Krajcik, J. Article Science Scope


Constructing explanations. Berland, L. K.; Pelletier, P.; Passmore, C.; Reiser, B.J. BookSection (2017)
Engaging in scientific argumentation. Berland, L. K.; Pelletier, P.; Krajcik, K.; Passmore, C.; Reiser, B.J. BookSection (2017)
Developing and assessing scientific explanation tasks. Krajcik, J.; Gunstone, R. BookSection (2015)
Claims, evidence and reasoning. Martin, D. M.; Froschauer, L. BookSection (2013)
Assessing middle school students’ content knowledge and reasoning through written scientific explanations. Krajcik, J.; Coffey, J.; Douglas, R; Stearns, C. BookSection (2008)
Designing learning environments to support students constructing coherent understandings. Krajcik, J.; Slotta, J.; Reiser, B; Kali, Y.; Linn, M. C.; Roseman, J. E. BookSection (2008)
Inquiry and scientific explanations: Helping students use evidence and reasoning. Krajcik, J.; Luft, J.; Gess-Newsome, J. BookSection (2008)
Supporting students in developing scientific explanations Sutherland, L.; Krajcik, J.; Colson, K.; Douglas, R; Klentschy, M. P.; Worth, K. BookSection (2006)
Usable assessments for teaching science content and inquiry standards. Harris, C. J.; Lizotte, D. L.; Marx, R. W.; Krajcik, J.; DeBaets, D.; Crowley, F. BookSection (2006)


Book study facilitator’s guide: What’s your evidence? Engaging k-5 students in constructing explanations in science. Zembal-Saul, C.; Hershberger, K. BookWhole (2013)
What’s your evidence? Engaging k-5 students in constructing explanations in science. Zembal-Saul, C.; Hershberger, K. BookWhole (2013)
Book study facilitator’s guide: Supporting grade 5-8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing. Krajcik, J. BookWhole (2012)
Supporting grade 5-8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing. Krajcik, J. BookWhole (2012)


Meeting the new science standards: Multimedia professional development resources prioritizing science as a practice. Proyecto (2016)
Constructing and Critiquing Arguments in Middle School Science Classrooms: Supporting Teachers with Multimedia Educative Curriculum Materials. Loper, Suzanna; McNeill, K.L.; Barber J. Proyecto (0)
Constructing and Critiquing Arguments: Diagnostic Assessment for Information and Action System. Barber, Jaqueline; Pearson, David; McNeill, K.L. Proyecto (0)
Development Of An Integrated Pathway For Urban Stem Teaching and Learning In Grades 5-8 Barnett, Michael; McNeill, K.L.; Strauss, Eric; Lord, Charles Proyecto (0)
Enhancing Science Experiences for minority students through technology-enhanced field-studies Barnett, Michael; McNeill, K.L.; Strauss,E.; Kafka A. Proyecto (0)
Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers’ Science Instruction. Lowenhaupt, Rebecca Proyecto (0)
Science Educators for Urban Schools Friedman, Audrey; McNeill, K.L.; Madhaven, V. Proyecto (0)
Science Educators for Urban Schools Phase II. Friedman, Audrey; McNeill, K.L.; Chiles, T.C.; Graf, M Proyecto (0)
Supporting Grade 5-8 Students in Writing Scientific Explanations Proyecto (0)
Supporting Urban Elementary Students in Scientific Argumentation Proyecto (0)
Urban Ecology Course Materials Created with a Universal Design for Learning Framework Strauss, Eric; McNeill, K.L.; Lord, Charles; Hall, Tracey Proyecto (0)

Katherine McNeill

Associate Professor, Science Education

Education

Boston College

Boston, Estados Unidos

Katherine McNeill

Líneas de Investigación

Educación

PhD Science Education, UNIVERSITY OF MICHIGAN. Estados Unidos, 2006

Master of Science: Ecology and Evolutionary Biology, UNIVERSITY OF MICHIGAN. Estados Unidos, 2005

Master of Science: Science Education, UNIVERSITY OF MICHIGAN. Estados Unidos, 2005

Biology, BROWN UNIVERSITY. Estados Unidos, 1998

English and American Literature, BROWN UNIVERSITY. Estados Unidos, 1998

Experiencia Académica

Associate Professor: Science Education Full Time

Assistant Professor: Science Education Full Time

Graduate Student Research Assistant Part Time

Teaching Assistant - ED 890: Multilevel Analysis of Survey Data Part Time

Experiencia Profesional

6th and 7th Grade Science Teacher Part Time

Instructor - High School Biology, Science and Engineering, Dynamic Earth Part Time

Member of the Board of Directors Other

Editorial Board Member Other

Associate Editor Other

Member of the Next Generation Science Standards (NGSS) Other

Premios y Distinciones

Presenters’ Choice Award

Rubovits Award

Early Career Research Award

Boston College Teaching with New Media Award

Article (38)

BookSection (9)

BookWhole (4)

Proyecto (11)