Katherine L. McNeill
Boston College
H-index: 41
North America-United States
Top articles of Katherine L. McNeill
Title | Journal | Author(s) | Publication Date |
|---|---|---|---|
Eliciting Initial Ideas, Building Understandings, and Coming to Consensus: Using Different Teacher Moves for Distinct Discussion Types | Science Scope | Kevin Cherbow Benjamin R Lowell Kris Grymonpre Katherine L McNeill Renee Affolter | 2024/3/3 |
Changes in teachers' beliefs: A longitudinal study of science teachers engaging in storyline curriculum‐based professional development | Journal of Research in Science Teaching | Benjamin R Lowell Katherine L McNeill | 2023/9 |
An Exploration of Beginning Science Teacher Orientations Toward Social Justice:“What Does It Mean to Teach?” | Journal of Science Teacher Education | Lisa M Marco-Bujosa Katherine L McNeill Audrey A Friedman | 2023/10/27 |
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 | Katherine L McNeill Rebecca Lowenhaupt Kevin Cherbow Benjamin R Lowell | 2022/1 |
Anchoring Science Professional Learning in Curriculum Materials Enactment: Illustrating Theories in Practice to Support Teachers' Learning | Katherine L McNeill Renee Affolter Brian J Reiser | 2022/9/13 | |
Planning for student-driven discussions: A revelatory case of curricular sensemaking for epistemic agency | Journal of the Learning Sciences | Kevin Cherbow Katherine L McNeill | 2022/5/27 |
“Some of You Are Smiling Now” Supporting Trust, Risk Taking, and Equity in Your Classroom | Science Scope | Renee Affolter Katherine L McNeill Gretchen Brinza | 2022/5/1 |
Considering discussion types to support collective sensemaking during a storyline unit | Journal of Research in Science Teaching | Benjamin R Lowell Kevin Cherbow Katherine L McNeill | 2022/2 |
Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS | Science Education | Benjamin R Lowell Kevin Cherbow Katherine L McNeill | 2021/1 |
How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation | Journal of Science Education and Technology | J Bryan Henderson Nicole Zillmer April Holton Steven Weiner Eric Greenwald | 2021/12 |
Shifting from learning about to figuring out: PD resources to support classroom change | Science Scope | Katherine L Mcneill Renee Affolter Michael Clinchot | 2021/11/1 |
The Instructional Leader’s Guide to Implementing K-8 Science Practices | Rebecca Lowenhaupt Katherine L McNeill Rebecca Katsh-Singer Ben Lowell Benjamin R Lowell | 2021/10/25 | |
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 | Daniel C Edelson Brian J Reiser Katherine L McNeill Audrey Mohan Michael Novak | 2021/10/3 |
Becoming an urban science teacher: How beginning teachers negotiate contradictory school contexts | Journal of research in science teaching | Lisa M Marco‐Bujosa Katherine L McNeill Audrey A Friedman | 2020/1 |
Acting with epistemic agency: Characterizing student critique during argumentation discussions | Science Education | María González‐Howard Katherine L McNeill | 2020/11 |
An analysis of science instruction for the science practices: Examining coherence across system levels and components in current systems of science education in K‐8 schools | Science Education | Kevin Cherbow Megan T McKinley Katherine L McNeill Rebecca Lowenhaupt | 2020/5 |
A case study exploring the identity of an in-service elementary science teacher: A language teacher first | Research in Science Education | Lisa Marco-Bujosa Abigail Jurist Levy Katherine McNeill | 2020/2 |
Bridging Research and Practice to Implement Change in Teaching and Learning at Scale | Daniel C Edelson Brian J Reiser Katherine L McNeill Renee Affolter Andrew E Krumm | 2020 | |
Using the student hat to push on multiple goals in teacher professional learning | Benjamin R Lowell Katherine L McNeill | 2020 |
Co-Authors
