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Lynch School of Education

Katherine L. McNeill

associate professor teacher education, special education, curriculum and instruction department

Katherine McNeill

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Curriculum Vitae

Personal Web Page

Campion Hall
Room 122

617.552.4229

   

EDUCATION

Ph.D., University of Michigan
M.S., University of Michigan
B.A., Brown University

EXPERTISE/INTERESTS

Science education; supporting students in scientific inquiry, explanation and argumentation; design and enactment of science curriculum materials.

REFEREED JOURNAL ARTICLES

Piazza, P., & McNeill, K. L. (2013). Negotiating competing goals in the development of an urban ecology practitioner inquiry community. Journal of Science Teacher Education, 24(7), 1157-1176.

McNeill, K. L. & Knight, A. M. (2013). Teachers' pedagogical content knowledge of scientific argumentation : The impact of professional development on k-12 teachers. Science Education, 97, 936-972.

McNeill, K. L., Pimentel, D. S., & Strauss, E. G. (2013). The impact of high school science teachers’ beliefs, curricular enactments, and experience on student learning during an inquiry-based urban ecology curriculum. International Journal of Science Education, 35(15), 2608-2644.

Pimentel, D. S. & McNeill, K.L. (2013). Conducting talk in science classrooms: Investigating instructional moves and teachers' beliefs. Science Education, 97(3), 367-394.

Price, J. F. & McNeill, K. L. (2013). Toward a lived science curriculum in intersecting figured worlds: An exploration of individual meanings in science education. Journal of Research in Science Teaching, 50(5), 501-529.

Berland, L. K. & McNeill, K. L. (2012). For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson. Science Education, 96(5), 808-813.

Hashimoto-Martell, E. A., McNeill, K. L., & Hoffman, E. M. (2012). Connecting urban youth with their environment: The impact of an urban ecology course on student content knowledge, environmental awareness and responsible behaviors. Research in Science Education, 42(5), 1007-1026.

McNeill, K. L. & Vaughn, M. H. (2012). Urban high school students’ critical science agency: Conceptual understandings and environmental actions around climate change. Research in Science Education, 42(2), 373-399.

Price, J. F., Pimentel, D.S., McNeill, K.L., Strauss, E. G., & Barnett, M. (2011). Science in the 21st century: More than just the facts. The Science Teacher, 78(7), 36-41.

McNeill, K. L. (2011). Elementary students’ views of explanation, argumentation and evidence and abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793-823.

McNeill, K. L. & Martin, D. M. (2011). Claims, evidence and reasoning: Demystifying data during a unit on simple machines. Science and Children. 48(8), 52-56.

Fogleman, J., McNeill, K. L., & Krajcik, J. (2011). Examining the effect of teachers’ adaptations of a middle school science inquiry-oriented curriculum unit on student learning. Journal of Research in Science Teaching. 48(2), 149-169.

Berland, L. K. & McNeill, K. L. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94(5), 765-793.

McNeill, K. L. & Pimentel, D. S. (2010). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94(2), 203-229.

McNeill, K. L. & Krajcik, J. (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.  The Journal of the Learning Sciences, 18(3), 416-460.

McNeill, K. L. (2009). Teachers’ use of curriculum to support students in writing scientific arguments to explain phenomena. Science Education, 93(2), 233-268.

Novak, A. M., McNeill, K. L., & Krajcik, J. (2009). Helping students write scientific explanations. Science Scope, 33(1), 54-56.

McNeill, K. L. & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers’ instructional practices on student learning.  Journal of Research in Science Teaching, 45(1), 53-78.

BOOK CHAPTERS

McNeill, K. L. & Martin, D. M. (2013). Claims, evidence and reasoning. In Froschauer, L. (Ed.). A year of inquiry: A collection for elementary educators. (pp. 170-175). Arlington, VA: National Science Teachers Association Press.

McNeill, K. L. & Krajcik, J. (2008). Assessing middle school students’ content knowledge and reasoning through written scientific explanations. In Coffey, J., Douglas, R., & Stearns, C. (Eds.), Assessing Science Learning: Perspectives from Research and Practice. (pp. 101-116). Arlington, VA: National Science Teachers Association Press.

McNeill, K. L. & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In Luft, J., Bell, R. & Gess-Newsome, J. (Eds.). Science as inquiry in the secondary setting. (p. 121-134). Arlington, VA: National Science Teachers Association Press.

Krajcik, J., Slotta, J., McNeill, K. L. & Reiser, B (2008). Designing learning environments to support students constructing coherent understandings. In Kali, Y., Linn, M. C., & Roseman, J. E. (Eds.) Designing coherent science education: Implications for curriculum, instruction, and policy. (pp.39-64). New York, NY: Teacher College Press.

BOOKS

Zembal-Saul, C., McNeill, K. L., & Hershberger, K. (2013). What’s your evidence? Engaging k-5 students in constructing explanations in science. New York, NY: Pearson Allyn & Bacon.

Zembal-Saul, C., McNeill, K. L., & Hershberger, K. (2013). Book study facilitator’s guide: What’s your evidence? Engaging k-5 students in constructing explanations in science. New York, NY: Pearson Allyn & Bacon.

McNeill, K. L. & Krajcik, J. (2012). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing.  New York, NY: Pearson Allyn & Bacon.

McNeill, K.L. & Krajcik, J. (2012). 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. New York, NY: Pearson Allyn & Bacon.

 

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