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Katherine L. McNeill

Katherine L. McNeill

D-Index & Metrics

Social Sciences and Humanities

D-Index
38
Citations
8447
World Ranking
5847
National Ranking
2776

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

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