logo
科言猫学术研究的AI总结
language
手机端手机端
  • Phone Feature微信小程序
简体中文简体中文
notice消息通知
博客博客
delete
arrow
返回
K

Katherine L. McNeill

Boston College

38H指数
92论文数
6.1K被引数
收录论文 37
发表时间
logo
Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts教师对故事线科学课程的教学调整：为他们的学生和教学情境进行适应
errScience Education
IF3.4
err2025-11-14
err0
errOAAI
errKatherine L. McNeill; Caitlin G. Fine; Benjamin R. Lowell; Renee Affolter
err分享
err收藏
Revisiting the Teacher-Curriculum Relationship: Planning and Enacting Storyline Science Curriculum to be Coherent From the Student Perspective重审师生与课程的关系：从学生视角出发，规划并实施连贯的故事线科学课程
errScience Education
IF3.4
err2025-10-17
err0
PREAI
errKevin Cherbow; Katherine L. McNeill; Benjamin R. Lowell; Kris Grymonpre
err分享
err收藏
Supporting teachers through curriculum-based professional learning: Shifting teachers' instructional vision of science to empower student voice通过基于课程的专业学习支持教师：转变教师科学教学愿景以赋能学生声音
errJOURNAL OF THE LEARNING SCIENCES
IF3.9
err2025-05-28
err0
PREAI
errKatherine L. McNeill; Renee Affolter; Benjamin R. Lowell; Kevin Cherbow; Casandra Gonzalez; Samuel Lee
err分享
err收藏
Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline-specific leadership课程实施过程中的组织感觉: 代理机构的困境，协作的作用以及特定学科领导的重要性
errscience education and technology
IF3.4
err2024-05-23
err3
errOAAI
errLowell, Benjamin R.; Fogelman, Sarah E.; McNeill, Katherine L.
err分享
err收藏
Changes in teachers' beliefs: A longitudinal study of science teachers engaging in storyline curriculum-based professional development教师信念的变化: 对从事基于故事情节课程的专业发展的科学教师的纵向研究
errJOURNAL OF RESEARCH IN SCIENCE TEACHING
IF4.5
err2022-12-13
err18
PREAI
errLowell, Benjamin R.; McNeill, Katherine L.
err分享
err收藏
Planning for student-driven discussions: a revelatory case of curricular sensemaking for epistemic agency规划学生驱动的讨论: 认知机构的课程感悟的启示案例
errJOURNAL OF THE LEARNING SCIENCES
IF3.9
err2022-02-08
err24
PREAI
errCherbow, Kevin; McNeill, Katherine L.
err分享
err收藏
Considering discussion types to support collective sensemaking during a storyline unit在故事情节单元中考虑讨论类型以支持集体感觉
errJOURNAL OF RESEARCH IN SCIENCE TEACHING
IF4.5
err2021-08-21
err21
PREAI
errLowell, Benjamin R.; Cherbow, Kevin; McNeill, Katherine L.
err分享
err收藏
Professional development to support principals' vision of science instruction: Building from their prior experiences to support the science practices专业发展以支持校长对科学教学的看法: 从他们以前的经验中建立支持科学实践的经验
errJOURNAL OF RESEARCH IN SCIENCE TEACHING
IF4.5
err2021-06-28
err14
PREAI
errMcNeill, Katherine L.; Lowenhaupt, Rebecca; Cherbow, Kevin; Lowell, Benjamin R.
err分享
err收藏
How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
errJOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
IF5.5
err2021-05-12
err2
PREAI
errHenderson, J. Bryan; Zillmer, Nicole; Holton, April; Weiner, Steven; Greenwald, Eric; Goss, Megan; Lopez, M. Lisette; Morales, Christina; Pearson, P. David; McNeill, Katherine L.
err分享
err收藏
Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS重新设计还是重新制作？商业课程及其实施如何过度简化NGSS的关键特征
errscience education and technology
IF3.4
err2020-11-06
err29
PREAI
errLowell, Benjamin R.; Cherbow, Kevin; McNeill, Katherine L.
err分享
err收藏
Acting with epistemic agency: Characterizing student critique during argumentation discussions与认知代理一起行动: 在论证讨论中表征学生的批评
errscience education and technology
IF3.4
err2020-07-21
err51
errOAAI
errGonzalez-Howard, Maria; McNeill, Katherine L.
err分享
err收藏
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对科学实践的科学指导的分析: 检查K-8学校当前科学教育系统中系统级别和组件之间的连贯性
errscience education and technology
IF3.4
err2020-02-17
err38
PREAI
errCherbow, Kevin; McKinley, Megan T.; McNeill, Katherine L.; Lowenhaupt, Rebecca
err分享
err收藏
Becoming an urban science teacher: How beginning teachers negotiate contradictory school contexts成为城市科学老师: 初学者如何谈判矛盾的学校环境
errJOURNAL OF RESEARCH IN SCIENCE TEACHING
IF4.5
err2019-06-25
err31
errOAAI
errMarco-Bujosa, Lisa M.; McNeill, Katherine L.; Friedman, Audrey A.
err分享
err收藏
The impact of multimedia educative curriculum materials (MECMs) on teachers' beliefs about scientific argumentation多媒体教育课程材料 (MECMs) 对教师关于科学论证的信念的影响
errTECHNOLOGY PEDAGOGY AND EDUCATION
IF2.5
err2019-03-04
err10
PREAI
errLoper, Suzanna; McNeill, Katherine L.; Gonzalez-Howard, Maria; Marco-Bujosa, Lisa M.; O'Dwyer, Laura M.
err分享
err收藏
Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding教师制定论证目标: 共同努力发展个人与公共理解
errJOURNAL OF RESEARCH IN SCIENCE TEACHING
IF4.5
err2019-01-29
err53
PREAI
errGonzalez-Howard, Maria; McNeill, Katherine L.
err分享
err收藏
Instructional leadership in the era of the NGSS: Principals' understandings of science practicesNGSS时代的教学领导: 校长对科学实践的理解
errscience education and technology
IF3.4
err2018-02-15
err58
PREAI
errMcNeill, Katherine L.; Lowenhaupt, Rebecca J.; Katsh-Singer, Rebecca
err分享
err收藏
Key challenges and future directions for educational research on scientific argumentation科学论证教育研究的主要挑战和未来方向
errJOURNAL OF RESEARCH IN SCIENCE TEACHING
IF4.5
err2017-07-22
err80
PREAI
errHenderson, J. Bryan; McNeill, Katherine L.; Gonzalez-Howard, Maria; Close, Kevin; Evans, Mat
err分享
err收藏
Moving Beyond Pseudoargumentation: Teachers' Enactments of an Educative Science Curriculum Focused on Argumentation
errscience education and technology
IF3.4
err2017-03-29
err77
errOAAI
errMcNeill, Katherine L.; Gonzalez-Howard, Maria; Katsh-Singer, Rebecca; Loper, Suzanna
err分享
err收藏
What is (or should be) scientific evidence use in k-12 classrooms?
errJOURNAL OF RESEARCH IN SCIENCE TEACHING
IF4.5
err2016-12-29
err67
PREAI
errMcNeill, Katherine L.; Berland, Leema
err分享
err收藏
An exploration of teacher learning from an educative reform-oriented science curriculum: Case studies of teacher curriculum use以教育改革为导向的科学课程对教师学习的探索: 教师课程使用的案例研究
errJOURNAL OF RESEARCH IN SCIENCE TEACHING
IF4.5
err2016-08-05
err74
PREAI
errMarco-Bujosa, Lisa M.; McNeill, Katherine L.; Gonzalez-Howard, Maria; Loper, Suzanna
err分享
err收藏

研究方向

暂时未获取到该数据
合作学者
合作期刊
J
Joseph Krajcik
H 指数: 79 · 论文数: 305
M
M. J. Evans
H 指数: 73 · 论文数: 414
P
P. David Pearson
H 指数: 56 · 论文数: 295
B
Brian J. Reiser
H 指数: 48 · 论文数: 145
R
Ronald W. Marx
H 指数: 44 · 论文数: 163
查看更多