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Lynch School of Education

Katherine L. McNeill

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


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

SELECTED REFEREED JOURNAL ARTICLES

 

Marco-Bujosa, L., McNeill, K. L., González-Howard, M., & Loper, S. (in press). An exploration of teacher learning from an educative reform-oriented curriculum: Case studies of teacher curriculum use. Journal of Research in Science Teaching.

Knight-Bardsley, A. M. & McNeill, K. L. (2016). Teachers’ pedagogical design capacity for scientific argumentation. Science Education. 100, 645-672.

Katsh-Singer, R., McNeill, K. L., & Loper, S. (2016). Scientific argumentation for all? Comparing teacher beliefs about argumentation in high, mid and low SES schools. Science Education. 100(3), 410-436.

González-Howard, M. & McNeill, K. L. (2016). Learning in a community of practice: Factors impacting English-learning students’ engagement in scientific argumentation. Journal of Research in Science Teaching, 53(4), 527-553.

McNeill, K. L., González-Howard, M., Katsh-Singer, R. & Loper, S. (2016). Pedagogical content knowledge of argumentation: Using classroom contexts to assess high quality PCK rather than pseudoargumentation. Journal of Research in Science Teaching.

McNeill, K. L., Katsh-Singer, R. & Pelletier, P. (2015). Assessing science practices – Moving your class along a continuum. Science Scope, 39(4), 21-28.

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. (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. & 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.

McNeill, K. L., Lizotte, D. J, Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences, 15(2), 153-191.

SELECTED BOOK CHAPTERS

McNeill, K. L., Berland, L. K. & Pelletier, P. (in press). Constructing explanations. In Reiser, B., Schwarz, C., Passmore, C. (Eds.). Helping students make sense of the world using next generation science and engineering practices. Arlington, VA: National Science Teachers Association Press.

Berland, L. K., McNeill, K. L., Pelletier, P. & Krajcik, J. (in press). Engaging in scientific argumentation. In Reiser, B., Schwarz, C., Passmore, C. (Eds.). Helping students make sense of the world using next generation science and engineering practices. Arlington, VA: National Science Teachers Association Press.

Krajcik, J. & McNeill, K. L. (2015). Developing and assessing scientific explanation tasks. In Gunstone, R. (Ed.). Encyclopedia of science education, pp. 285-291.  Springer Dordrecht, Heidelberg, New York, London.

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.

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.

 

 

 

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