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Katherine L. McNeill

Katherine L. McNeill

D-Index & Metrics

Social Sciences and Humanities

D-Index
38
Citations
8447
World Ranking
5846
National Ranking
2776

Katherine L. McNeill publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Katherine L. McNeill sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 78 publications — 4th percentile

4% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Katherine L. McNeill D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Katherine L. McNeill sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 38 D-Index — 26th percentile

26% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Overview

Katherine L. McNeill is affiliated with Boston College in the United States and conducts research primarily in the social sciences and psychology, with a strong focus on education. Their scholarly work spans areas such as education, developmental and educational psychology, sociology and political science, general agricultural and biological sciences, and language and linguistics.

The main research topics covered by McNeill emphasize science education and pedagogy, educational strategies and epistemologies, teacher education and leadership studies, innovative teaching and learning methods, diverse educational innovations studies, education and critical thinking development, as well as educator training and historical pedagogy.

McNeill has published extensively in various academic journals, with frequent contributions to:

  • Science Education
  • Science Scope
  • Journal of Research in Science Teaching
  • Journal of Science Teacher Education
  • Journal of the Learning Sciences

Notable recent papers by McNeill include:

  • Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program (2021, Journal of Science Teacher Education)
  • Acting with epistemic agency: Characterizing student critique during argumentation discussions (2020, Science Education)
  • 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 (2020, Science Education)
  • Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS (2020, Science Education)
  • Planning for student-driven discussions: A revelatory case of curricular sensemaking for epistemic agency (2022, Journal of the Learning Sciences)

Throughout their career, McNeill has collaborated with several frequent co-authors including:

  • Benjamin R. Lowell
  • Kevin Cherbow
  • Renee Affolter
  • Samuel Lee
  • Caitlin G. McC. Fine

Best Publications

  • Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials

    Katherine L. McNeill;David J. Lizotte;Joseph Krajcik;Ronald W. Marx

  • A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts

    Leema K. Berland;Katherine L. McNeill

  • Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy

    Joseph Krajcik;Katherine L. McNeill;Brian J. Reiser

  • Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation

    Katherine L. McNeill;Diane Silva Pimentel

  • Scientific Explanations: Characterizing and Evaluating the Effects of Teachers' Instructional Practices on Student Learning.

    Katherine L. McNeill;Joseph Krajcik

  • Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing

    Katherine L. McNeill;Joseph S. Krajcik

  • Elementary Students' Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments over the School Year.

    Katherine L. McNeill

  • Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena

    Katherine L. McNeill

  • Synergy between Teacher Practices and Curricular Scaffolds to Support Students in Using Domain-Specific and Domain-General Knowledge in Writing Arguments to Explain Phenomena.

    Katherine L. McNeill;Joseph Krajcik

  • Middle school students’ use of appropriate and inappropriate evidence in writing scientific explanations

    Katherine L. McNeill;Joseph Krajcik

  • Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers’ Beliefs

    Diane Silva Pimentel;Katherine L. McNEILL

  • Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning

    Jay Fogleman;Katherine L. McNeill;Joseph Krajcik

  • Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K–12 Teachers

    Katherine L. McNEILL;Amanda M. Knight

  • For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson†

    Leema K. Berland;Katherine L. McNeill

  • Urban High School Students’ Critical Science Agency: Conceptual Understandings and Environmental Actions Around Climate Change

    Katherine L. McNeill;Meredith Houle Vaughn

  • Pedagogical content knowledge of argumentation: Using classroom contexts to assess high-quality PCK rather than pseudoargumentation

    Katherine L. McNeill;María González-Howard;Rebecca Katsh-Singer;Suzanna Loper

  • Use of First‐hand and Second‐hand Data in Science: Does data type influence classroom conversations?

    Barbara Hug;Katherine L. McNeill

  • Factors impacting teachers' argumentation instruction in their science classrooms

    Katherine L. McNeill;Rebecca Katsh-Singer;María González-Howard;Suzanna Loper

  • Learning in a community of practice: Factors impacting english‐learning students' engagement in scientific argumentation

    María González-Howard;Katherine L. McNeill

  • Key challenges and future directions for educational research on scientific argumentation

    J. Bryan Henderson;Katherine L. McNeill;María González-Howard;Kevin Close

  • Intricacies of statistical inference and teachers’ understandings of them

    Patrick W. Thompson;Yan Liu;Luis A. Saldanha

Frequent Co-Authors

Joseph Krajcik
Joseph Krajcik Michigan State University
Brian J. Reiser
Brian J. Reiser Northwestern University
Ronald W. Marx
Ronald W. Marx University of Arizona
P. David Pearson
P. David Pearson University of California, Berkeley
William R. Penuel
William R. Penuel University of Colorado Boulder
Clark A. Chinn
Clark A. Chinn Rutgers, The State University of New Jersey
C. Patrick Proctor
C. Patrick Proctor Boston College

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