Faculty

Institution

Unit

Venue

Benjamin R. Lowell

Clinical Assistant Professor of Science Education

New York University

Affiliations

Steinhardt School of Culture, Education, and Human Development

Teaching and Learning

Benjamin R. Lowell is currently serving as a Steinhardt School Of Culture, Education, And Human Development Clinical Assistant Professor of Science Education at New York University.

Honors

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Experiences

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Education

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Benjamin R. Lowell

New York University

Clinical Assistant Professor of Science Education

You can click a keyword to filter the displayed items

education science education teacher education professional development educational strategies educational research stem education teaching methods teacher development educational leadership curriculum development curriculum & instruction communication physic education educational assessment teacher preparation curriculum experience science instruction science practices key features journalism management longitudinal studies discourse analysis analytics outcomes research medical sociology narrative health information science digital medicine medical internet research thinking skills applied cognitive psychology educational psychology higher education school effectiveness educational administration school leadership scholarly communication faculty professional development critical thinking patient experience quality review science studies educational evaluation curriculum inquiry learning by teaching scientific literacy educational policy public education education reform instructional design classroom instruction instructional program commercial curriculum collective sensemaking discussion types storyline unit prior experiences organizational sensemaking curriculum implementation discipline-specific leadership initial ideas building understandings multiple goals online physician reviews curriculum-based professional learning preservice teacher education

Notable Scholarly Works

Notable Federal Grants

Collaborators

Exploring Bias in Online Physician Reviews: The Impact of Gender, Experience, and Geography in Urogynecology. Obstetrics and Gynecology (2025)

medical internet researchmedical sociologyfamily medicinequality reviewonline physician reviewsgender studiesoutcomes researchdigital healthdigital medicinepatient experiencehealth information science

Supporting Teachers Through Curriculum-Based Professional Learning: Shifting Teachers’ Instructional Vision of Science to Empower Student Voice. Journal of the Learning Sciences (2025)

educational strategiesteacher educationscience educationteacher preparationeducationpreservice teacher educationinstructional visionteacher developmentprofessional developmentcurriculum-based professional learningstudent voice

Eliciting Initial Ideas, Building Understandings, and Coming to Consensus: Using Different Teacher Moves for Distinct Discussion Types. Science Scope (2024)

Kevin CherbowBenjamin R. LowellKris GrymonpreKatherine L. McNeill,Renee Affolter

building understandingsteaching methodsinitial ideasteacher educationscience educationcommunicationcognitive sciencediscourse analysis

Organizational Sensemaking During Curriculum Implementation: The Dilemma of Agency, Role of Collaboration, and Importance of Discipline‐Specific Leadership. Science Education (2024)

Benjamin R. LowellSarah E. FogelmanKatherine L. McNeill

managementscience educationfaculty professional developmenteducational leadershipcurriculum implementationorganizational sensemakingdiscipline-specific leadership

The Student Hat in Professional Development: Building Epistemic Empathy to Support Teacher Learning. Science Education (2023)

Benjamin R. Lowell

educationprofessional developmentscience education

Changes in Teachers' Beliefs: A Longitudinal Study of Science Teachers Engaging in Storyline Curriculum‐Based Professional Development. Journal of Research in Science Teaching (2022)

Benjamin R. LowellKatherine L. McNeill

professional developmentlongitudinal studiesteacher developmentteacher education

Using Key Features to Analyze and Modify Curriculum for the Ngss. Science Scope (2022)

Benjamin R. LowellHannah Mcgowan

science educationcurriculum & instructioneducationanalyticskey featurescurriculum development

Considering Discussion Types to Support Collective Sensemaking During a Storyline Unit. Journal of Research in Science Teaching (2021)

Benjamin R. LowellKevin CherbowKatherine L. McNeill

teaching methodsdiscussion typesnarrativescience educationcollective sensemakingeducationstoryline unitcommunicationscholarly communicationeducational researchjournalism

Professional Development to Support Principals' Vision of Science Instruction: Building From Their Prior Experiences to Support the Science Practices. Journal of Research in Science Teaching (2021)

Katherine L. McNeillRebecca LowenhauptKevin CherbowBenjamin R. Lowell

professional developmentscience instructionscience practicesprior experiences

Redesign or Relabel? How a Commercial Curriculum and Its Implementation Oversimplify Key Features of the Ngss. Science Education (2020)

Benjamin R. LowellKevin CherbowKatherine L. McNeill

commercial curriculumscience education

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Benjamin R. Lowell

Clinical Assistant Professor of Science Education

New York University

Affiliations

Steinhardt School of Culture, Education, and Human Development

Teaching and Learning

Benjamin R. Lowell is currently serving as a Steinhardt School Of Culture, Education, And Human Development Clinical Assistant Professor of Science Education at New York University.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Benjamin R. Lowell

New York University

Clinical Assistant Professor of Science Education

You can click a keyword to filter the displayed items

Notable Scholarly Works

Notable Federal Grants

Collaborators

Exploring Bias in Online Physician Reviews: The Impact of Gender, Experience, and Geography in Urogynecology. Obstetrics and Gynecology (2025)

Supporting Teachers Through Curriculum-Based Professional Learning: Shifting Teachers’ Instructional Vision of Science to Empower Student Voice. Journal of the Learning Sciences (2025)

Eliciting Initial Ideas, Building Understandings, and Coming to Consensus: Using Different Teacher Moves for Distinct Discussion Types. Science Scope (2024)

Kevin CherbowBenjamin R. LowellKris GrymonpreKatherine L. McNeill,Renee Affolter

building understandingsteaching methodsinitial ideasteacher educationscience educationcommunicationcognitive sciencediscourse analysis

Organizational Sensemaking During Curriculum Implementation: The Dilemma of Agency, Role of Collaboration, and Importance of Discipline‐Specific Leadership. Science Education (2024)

Benjamin R. LowellSarah E. FogelmanKatherine L. McNeill

managementscience educationfaculty professional developmenteducational leadershipcurriculum implementationorganizational sensemakingdiscipline-specific leadership

The Student Hat in Professional Development: Building Epistemic Empathy to Support Teacher Learning. Science Education (2023)

Benjamin R. Lowell

educationprofessional developmentscience education

Changes in Teachers' Beliefs: A Longitudinal Study of Science Teachers Engaging in Storyline Curriculum‐Based Professional Development. Journal of Research in Science Teaching (2022)

Benjamin R. LowellKatherine L. McNeill

professional developmentlongitudinal studiesteacher developmentteacher education

Using Key Features to Analyze and Modify Curriculum for the Ngss. Science Scope (2022)

Benjamin R. LowellHannah Mcgowan

science educationcurriculum & instructioneducationanalyticskey featurescurriculum development

Considering Discussion Types to Support Collective Sensemaking During a Storyline Unit. Journal of Research in Science Teaching (2021)

Benjamin R. LowellKevin CherbowKatherine L. McNeill

teaching methodsdiscussion typesnarrativescience educationcollective sensemakingeducationstoryline unitcommunicationscholarly communicationeducational researchjournalism

Professional Development to Support Principals' Vision of Science Instruction: Building From Their Prior Experiences to Support the Science Practices. Journal of Research in Science Teaching (2021)

Katherine L. McNeillRebecca LowenhauptKevin CherbowBenjamin R. Lowell

professional developmentscience instructionscience practicesprior experiences

Redesign or Relabel? How a Commercial Curriculum and Its Implementation Oversimplify Key Features of the Ngss. Science Education (2020)

Benjamin R. LowellKevin CherbowKatherine L. McNeill

commercial curriculumscience education

1
2
3
10 / page

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