Faculty

Institution

Unit

Venue

Katherine McNeill

Professor

Boston College

Affiliations

Carolyn A. and Peter S. Lynch School of Education and Human Development

Teaching, Curriculum, and Society

Katherine Mcneill is currently serving as a Carolyn A. And Peter S. Lynch School Of Education And Human Development Professor at Boston College.

Honors

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Experiences

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Education

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Katherine McNeill

Boston College

Professor

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science education education teacher education educational research teacher development scientific argumentation higher education teaching communication learning sciences teaching methods classroom instruction professional development student learning scientific explanations science practices cognitive science urban ecology educational assessment writing instruction curriculum & instruction classroom practices linguistics scientific communication higher education learning theory argumentation analysis scholarly communication classroom assessment educational practices curriculum materials pedagogical content knowledge philosophy of science educational leadership educational psychology argumentation frameworks educational communication international education higher education assessment faculty professional development learning progression instructional practices curricular scaffolds teacher practices epistemic agency science instruction national standards learning-goals-driven design model climate change speech communication language learning narrative language teaching school leadership composition studies stem education internal medicine legal medicine health information science medical history facial pain inquiry-based learning teacher evaluation adaptive learning student engagement data type curriculum experience curriculum development teacher recruitment learning environments planning education planning practices education reform oral communication instructional materials supportive instructional contexts urban classrooms environmental education educational strategies

Notable Scholarly Works

Notable Federal Grants

Collaborators

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

discourse analysiscommunicationscience educationteacher educationcognitive scienceteaching methodsinitial ideasbuilding understandings

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

educational leadershipmanagementcurriculum implementationscience educationdiscipline-specific leadershiporganizational sensemakingfaculty professional development

An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?”. Journal of Science Teacher Education (2023)

Lisa M. Marco-BujosaKatherine L. McNeillAudrey A. Friedman

science teacher orientationssocial justiceeducationscience education

Anchoring Science Professional Learning in Curriculum Materials Enactment. Routledge eBooks (2022)

Katherine L. McNeillRenee AffolterBrian J. Reiser

curriculum materials enactmentscience professional learningeducationscience 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

longitudinal studiesprofessional developmentteacher developmentteacher education

Planning for Student-Driven Discussions: A Revelatory Case of Curricular Sensemaking for Epistemic Agency. Journal of the Learning Sciences (2022)

Kevin CherbowKatherine L. McNeill

learning theorylearning sciencesplanning educationplanning practicesepistemic agencyeducational researchstudent-driven discussionsjournalism

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

Benjamin R. LowellKevin CherbowKatherine L. McNeill

educationcommunicationscience educationnarrativecollective sensemakingdiscussion typesteaching methodsstoryline unitscholarly communicationeducational researchjournalism

Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the Openscied Middle School Program. Journal of Science Teacher Education (2021)

Daniel C. EdelsonBrian J. ReiserKatherine L. McNeillAudrey MohanMichael NovakLindsey MohanRenee AffolterTara A. W. McGillZoë E. Buck BraceyJamie Deutch NollSusan M. KowalskiDawn NovakAbraham S. LoCarolyn LandelAndrew KrummWilliam R. PenuelKatie Van HorneMaría González-HowardEnrique Suárez

educationscience educationlarge-scale transformationeducational researchscience teachingresearch-based instructional materials

How Science Teachers Dialog Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation. Journal of Science Education and Technology (2021)

J. Bryan HendersonNicole ZillmerApril HoltonSteven WeinerEric GreenwaldMegan GossM. Lisette LopezChristina MoralesP. David PearsonKatherine L. McNeill

communicationscience educationclassroom practicesoral argumentationeducational researchclassroom assessment

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 instructionprior experiencesscience practices

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Katherine McNeill

Professor

Boston College

Affiliations

Carolyn A. and Peter S. Lynch School of Education and Human Development

Teaching, Curriculum, and Society

Katherine Mcneill is currently serving as a Carolyn A. And Peter S. Lynch School Of Education And Human Development Professor at Boston College.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Katherine McNeill

Boston College

Professor

You can click a keyword to filter the displayed items

Notable Scholarly Works

Notable Federal Grants

Collaborators

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

discourse analysiscommunicationscience educationteacher educationcognitive scienceteaching methodsinitial ideasbuilding understandings

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

educational leadershipmanagementcurriculum implementationscience educationdiscipline-specific leadershiporganizational sensemakingfaculty professional development

An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?”. Journal of Science Teacher Education (2023)

Lisa M. Marco-BujosaKatherine L. McNeillAudrey A. Friedman

science teacher orientationssocial justiceeducationscience education

Anchoring Science Professional Learning in Curriculum Materials Enactment. Routledge eBooks (2022)

Katherine L. McNeillRenee AffolterBrian J. Reiser

curriculum materials enactmentscience professional learningeducationscience 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

longitudinal studiesprofessional developmentteacher developmentteacher education

Planning for Student-Driven Discussions: A Revelatory Case of Curricular Sensemaking for Epistemic Agency. Journal of the Learning Sciences (2022)

Kevin CherbowKatherine L. McNeill

learning theorylearning sciencesplanning educationplanning practicesepistemic agencyeducational researchstudent-driven discussionsjournalism

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

Benjamin R. LowellKevin CherbowKatherine L. McNeill

educationcommunicationscience educationnarrativecollective sensemakingdiscussion typesteaching methodsstoryline unitscholarly communicationeducational researchjournalism

educationscience educationlarge-scale transformationeducational researchscience teachingresearch-based instructional materials

How Science Teachers Dialog Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation. Journal of Science Education and Technology (2021)

J. Bryan HendersonNicole ZillmerApril HoltonSteven WeinerEric GreenwaldMegan GossM. Lisette LopezChristina MoralesP. David PearsonKatherine L. McNeill

communicationscience educationclassroom practicesoral argumentationeducational researchclassroom assessment

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 instructionprior experiencesscience practices

1
2
3
4
5
8
10 / page

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