Dr. María González-Howard is an Assistant Professor in STEM Education at the University of Texas at Austin. Her research explores the intersections of teaching and learning science with bilingualism development. Specifically, she focuses on supporting culturally and linguistically diverse students' engagement in science practices.
Ph.D. in Curriculum and Instruction, Boston College, 2017
Ed.M. in Teaching English to Speakers of Other Languages, Boston University, 2011
B.A. in Physics, Ithaca College, 2008
Research explores the intersections of multilingualism, scientific sensemaking, and teacher education, with a specific focus on the ways multilingual students engage in science practices through translanguaging.
Marco-Bujosa, L.., McNeill, K. L.., González-Howard, M.. & Loper, S.. (2017). An exploration of teacher learning from an educative reform-oriented curriculum: Case studies of teacher curriculum use. Journal of Research in Science Teaching, 54(2), 141–168.
Loper, S.., McNeill, K. L.. & González-Howard, M.. (2017). Multimedia educative curriculum materials (MECMs): Teachers choices in using MECMs designed to support scientific argumentation. Journal of Science Teacher Education, 28(1), 36–56.
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.
McNeill, K. L.., González-Howard, M.., Katsh-Singer, R.. & Loper, S.. (2017). Moving beyond pseudoargumentation: Teachers enactments of a science curriculum focused on argumentation. Science Education, 101(3), 426–457.
McNeill, K. L.., González-Howard, M.., Katsh-Singer, R.. & Loper, S.. (2016). Pedagogical content knowledge of argumentation: Using classroom contexts to assess high quality PCK rather than pseudoargumentation. Journal of Research in Science Teaching, 53(2), 261–290.
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.
McNeill, K. L.., Katsh-Singer, R.., González-Howard, M.. & Loper, S.. (2016). Factors impacting teachers argumentation instruction in their science classrooms. International Journal of Science Education, 38(12), 2026–2046.
González-Howard, M.., McNeill, K. L.. & Ruttan, N.. (2015). Whats our three-word claim?: Supporting English-language learning students engagement in scientific argumentation. Science Scope, 38(9), 10–16.
Jhumki Basu Scholar Award, NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research (2018)
Lynch School of Education Dissertation Fellowship, Boston College (2016 - 2017)
Donald J. White Teaching Excellence Award, Boston College (2016)
CADRE Fellowship, Community for Advancing Discovery Research in Education (CADRE) (2015 - 2016)
Gareth Gingell (Committee Member)
Race, Equity, Medical Education (UME, GME, and Faculty Development)
Karina Mendez Perez (Supervisor)
Nature of science, Latinx and indigenous ways of knowing about the natural world, translanguaging, preservice teachers
