Maria Gonzalez-Howard


Additional Phone Numbers: 
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *): 
  • González-Howard, M. & McNeill, K. L. (2019). Teachers’ framing of argumentation goals: Working together to develop individual versus communal understanding. Journal of Research in Science Teaching, 56(6), 821-844.
  • González-Howard, M. (2019). Exploring the utility of social network analysis for visualizing interactions during argumentation discussions. Science Education, 103(3), 503-528.
  • Spycher, P., González-Howard, M. & August, D. (Under Review). Content and language instruction in middle and high school: Promoting equity and achievement through access and meaningful engagement. In Improving multilingual and English learner education: Research to practice.*
  • González-Howard, M., McNeill, K. L., Marco-Bujosa, L., & Proctor, C. P (2017). ‘Does it answer the question or is it French fries?’: An exploration of language supports for scientific argumentation. International Journal of Science Education, 39(5), 528-547.*
  • González-Howard, M. & McNeill, K. L. (2016). Learning in a community of practice: Factors impacting English-learning students’ engagement in scientific argumentation. Journal of Research in Science Teaching, 53(4), 527-533.*
The University of Texas at Austin

This project will study ways to improve classroom instruction grounded in science practices to address inequities in science education for emerging bilingual students. The project will create research-based resources for teacher educators that focus on developing preservice elementary teachers' understanding and abilities to support emerging bilingual students' engagement in science practices.

University of California, Berkeley (UC Berkeley), Boston College (BC)

This project is developing Earth and Space Science multimedia educative curriculum materials (MECMs) and a system to facilitate teachers' learning and beliefs of scientific argumentation. The project is investigating the impact of the MECMs on teachers' beliefs about scientific argumentation and their related pedagogical content knowledge. The overarching research question focuses on how can multimedia educative curriculum materials provide support to middle school science teachers in implementing standards for constructing and critiquing arguments.