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You searched for +publisher:"Boston College" +contributor:("Katherine L. McNeill"). Showing records 1 – 4 of 4 total matches.

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Boston College

1. Silva Pimentel, Diane H. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2012, Boston College

 Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk… (more)

Subjects/Keywords: Context Factors; Discussion; Student Beliefs; Teacher Beliefs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Silva Pimentel, D. H. (2012). Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101879

Chicago Manual of Style (16th Edition):

Silva Pimentel, Diane H. “Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.” 2012. Doctoral Dissertation, Boston College. Accessed February 21, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101879.

MLA Handbook (7th Edition):

Silva Pimentel, Diane H. “Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.” 2012. Web. 21 Feb 2020.

Vancouver:

Silva Pimentel DH. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2020 Feb 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101879.

Council of Science Editors:

Silva Pimentel DH. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101879


Boston College

2. Katsh-Singer, Rebecca. District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2016, Boston College

 The Next Generation Science Standards (NGSS) represent a significant shift in the goals of U.S. science education. Instead of a focus solely on content acquisition,… (more)

Subjects/Keywords: argumentation; beliefs; NGSS; PCK; science

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Katsh-Singer, R. (2016). District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106720

Chicago Manual of Style (16th Edition):

Katsh-Singer, Rebecca. “District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation.” 2016. Doctoral Dissertation, Boston College. Accessed February 21, 2020. http://dlib.bc.edu/islandora/object/bc-ir:106720.

MLA Handbook (7th Edition):

Katsh-Singer, Rebecca. “District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation.” 2016. Web. 21 Feb 2020.

Vancouver:

Katsh-Singer R. District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2020 Feb 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106720.

Council of Science Editors:

Katsh-Singer R. District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106720


Boston College

3. Knight, Amanda Margaret. Students' abilities to critique scientific evidence when reading and writing scientific arguments.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2015, Boston College

 Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation… (more)

Subjects/Keywords: Assessment; Evidence; Rasch; Science reading; Science writing; Scientific argumentation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Knight, A. M. (2015). Students' abilities to critique scientific evidence when reading and writing scientific arguments. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104146

Chicago Manual of Style (16th Edition):

Knight, Amanda Margaret. “Students' abilities to critique scientific evidence when reading and writing scientific arguments.” 2015. Doctoral Dissertation, Boston College. Accessed February 21, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104146.

MLA Handbook (7th Edition):

Knight, Amanda Margaret. “Students' abilities to critique scientific evidence when reading and writing scientific arguments.” 2015. Web. 21 Feb 2020.

Vancouver:

Knight AM. Students' abilities to critique scientific evidence when reading and writing scientific arguments. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2020 Feb 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104146.

Council of Science Editors:

Knight AM. Students' abilities to critique scientific evidence when reading and writing scientific arguments. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104146


Boston College

4. Price, Jeremy Forest. Transcending the Conventional Science Curriculum: Supporting Students in the Negotiation of Meaning and Finding Their Place in Science.

Degree: PhD, Curriculum and Instruction, 2012, Boston College

 Science education in schools is often inadvertently designed so that it is frequently inconsistent with students' lived experiences (Aikenhead, 1996, 2001; Brickhouse and Potter, 2001).… (more)

Subjects/Keywords: Scienc education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Price, J. F. (2012). Transcending the Conventional Science Curriculum: Supporting Students in the Negotiation of Meaning and Finding Their Place in Science. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101494

Chicago Manual of Style (16th Edition):

Price, Jeremy Forest. “Transcending the Conventional Science Curriculum: Supporting Students in the Negotiation of Meaning and Finding Their Place in Science.” 2012. Doctoral Dissertation, Boston College. Accessed February 21, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101494.

MLA Handbook (7th Edition):

Price, Jeremy Forest. “Transcending the Conventional Science Curriculum: Supporting Students in the Negotiation of Meaning and Finding Their Place in Science.” 2012. Web. 21 Feb 2020.

Vancouver:

Price JF. Transcending the Conventional Science Curriculum: Supporting Students in the Negotiation of Meaning and Finding Their Place in Science. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2020 Feb 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101494.

Council of Science Editors:

Price JF. Transcending the Conventional Science Curriculum: Supporting Students in the Negotiation of Meaning and Finding Their Place in Science. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101494

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