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Direct linkCallahan, Cory; Saye, John; Brush, Thomas – Social Studies, 2016
This article advances a continuing line of inquiry into an innovative teacher-support program intended to help in-service history teachers develop professional teaching knowledge for inquiry-based history instruction. Two prior iterations informed our design and use of professional development materials; they also informed the implementation…
Descriptors: Inservice Teacher Education, History Instruction, Faculty Development, Pedagogical Content Knowledge
Brush, Thomas; Saye, John – Interdisciplinary Journal of Problem-based Learning, 2014
For over a decade, we have collaborated with secondary school history teachers in an evolving line of inquiry that applies research-based propositions to the design and testing of a problem-based learning framework and a set of wise practices that represent a professional teaching knowledge base for implementing a particular model of instruction,…
Descriptors: History Instruction, Problem Based Learning, Secondary School Teachers, Teaching Methods
Callahan, Cory; Saye, John; Brush, Thomas – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2013
This paper reports on a design experiment of web-based curriculum materials explicitly created to help social studies teachers develop their professional teaching knowledge. Web-based social studies curriculum reform efforts, human-centered interface design, and investigations into educative curriculum materials are reviewed, as well as…
Descriptors: Web Based Instruction, Instructional Materials, Curriculum Development, Educational Change
Saye, John W.; Kohlmeier, Jada; Brush, Thomas; Mitchell, Linda; Farmer, Charles – Theory and Research in Social Education, 2009
This case study examined how mentoring experiences might encourage teachers to consider and adopt a problem-based historical inquiry (PBHI) framework for teaching. We mentored six teachers over 15 months as they planned and implemented PBHI teaching, reflected on their experiences, and then engaged in peer mentoring of other teachers. Data…
Descriptors: Mentors, Case Studies, Problem Based Learning, History Instruction
Brush, Thomas; Saye, John – Interdisciplinary Journal of Problem-based Learning, 2008
This research extends a continuing line of inquiry investigating how multimedia resources might be joined with other support structures to effectively implement problem-based inquiry (PBI) activities in secondary history classrooms. Two history teachers with experience in PBI implemented a technology-supported problem-based civil rights unit in…
Descriptors: Problem Based Learning, Inquiry, Learner Engagement, Empathy
Saye, John W.; Brush, Thomas – Theory and Research in Social Education, 2006
This paper explores how teachers with different teaching styles conceptualized and implemented a multimedia-supported problem-based inquiry (PBI) unit. We focus on how the teachers supported student thinking and examine underlying belief, knowledge, and dispositional factors that may account for differences in the teachers' practices. We…
Descriptors: Teacher Attitudes, Multimedia Instruction, Comparative Analysis, Inquiry
Saye, John W.; Brush, Thomas – Theory and Research in Social Education, 2004
This paper explores whether a scaffolded, multimedia learning environment might mitigate obstacles that dissuade teachers from implementing problem-based practices. We present a longitudinal analysis of one expository-oriented teacher's experience with such an environment and examine underlying belief, knowledge, and dispositional factors that may…
Descriptors: Multimedia Instruction, Scaffolding (Teaching Technique), Classroom Environment, Problem Based Learning
