Katherine L. McNeill
associate professor teacher education, special education, curriculum and instruction department
Ph.D., University of Michigan
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.
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. & 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.
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.
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.
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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