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John W. Saye <sayejoh@auburn.edu> Auburn University Director-The Social Studies Inquiry Research Collaborative (SSIRC): A national group of 30 university researchers in diverse settings across the United States will examine this research question: How do performances of students in challenging, inquiry-based social studies classrooms compare to those of their peers on mandated measures of content knowledge? Researchers will focus on 30 school sites in 5 high-stakes testing states, apply a well-validated set of measures to assess the level of inquiry in study classrooms, and examine how inquiry level relates to student test scores. |
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Address: | 5040 Haley Center Auburn, Alabama 36849 United States |
Primary Phone: | 334.844.6891 |
Web Page: | https://www.auburn.edu/~sayejoh/ |
List Affiliations: | Advisory Board Member for H-TLH |
Interests: | African American History / Studies American History / Studies Educational Technology |
Bio: EDUCATION Ed.D. Social Science Education, University of Georgia, 1994 Dissertation - Teachers, Technology, and the Acceptance of Innovation. M.A. Social Science Education, University of Georgia, 1979 A.B. Political Science, University of Georgia, 1975 PROFESSIONAL EXPERIENCE 2004-present Professor, Secondary Social Science Education, Department of Curriculum and Teaching, Auburn University, Auburn, AL 1999-present Director, Persistent Issues in History Network 1999-2004 Associate Professor, Secondary Social Science Education, Department of Curriculum and Teaching, Auburn University, Auburn, AL 1994-1999 Assistant Professor, Secondary Social Science Education, Department of Curriculum and Teaching, Auburn University, Auburn, AL 1979-1991 Social Studies Teacher, Tallulah Falls School, Tallulah Falls, GA SELECTED RECENT PUBLICATIONS Brush, T. & Saye, J. (2008) The Effects of Multimedia-Supported Problem-based Inquiry on Student Engagement, Empathy, and Assumptions About History. The Interdisciplinary Journal of Problem-based Learning, 2(1), 21-56. Saye, J. W., & Brush, T. A. (2007). Using technology-enhanced learning environments to support problem-based historical inquiry in seconday school classroooms. Theory and Research in Social Education, 35(2), 196-230. Saye, J. W. & Brush, T. A. (2006). Comparing Teachers’ Strategies for Supporting Student Inquiry in a Problem-based Multimedia-enhanced History Unit. Theory and Research in Social Education. 34(2), 183-212. Saye, J. W. & Brush, T. A. (2005). The Persistent Issues in History Network: Developing Civic Competence through Technology-supported Historical Inquiry. Social Education. 69)4), 168-171. Saye, J. W. & Brush, T. A. (2004). Scaffolding Problem-Centered Teaching in Traditional Social Studies Classrooms. Theory and Research in Social Education. 32(3), 349-378. Saye, J. W. & Brush, T. A. (2004). Promoting Civic Competence through Problem-based History Learning Environments. In Civic Learning in Teacher Education (Volume 3) (G. E. Hamot, and J. J. Patrick, eds). Bloomington, Indiana: ERIC Clearinghouse for Social Studies/Social Science Education. Saye, J. W. & Brush, T. A. (2002). Scaffolding Critical Reasoning about History and Social Issues in Multimedia-Supported Learning Environments. Educational Technology Research & Development, 50(3). Brush, T. A. & Saye, J. W. (2001). The use of embedded scaffolds with a hypermedia-supported student-centered learning activity. Journal of Educational Multimedia and Hypermedia, 10(4), 333-356. Brush, T. & Saye, J. W. (2000). Design and evaluation of student-centered learning in social studies: A case study. Educational Technology Research & Development, 48 (3), 79-100. Saye, J. W. & Brush, T. (1999). Student engagement with social issues in a multimedia-supported learning environment. Theory and Research in Social Education, 27(4), 468-500. RECENT MAJOR RECENT GRANTS RECEIVED 2006 Building a Professional Knowledge Community for Problem-Based History Study. A grant to build capacity for intensive PIH professional development using collaborative lesson study and interactive technologies. John Saye, principal investigator. $55,983 total project budget. Funded by AU Outreach, AU College of Education, AU Dept. of Curriculum and Teaching, Indiana University School of Education, and Auburn City Schools. 2004 Laboratory for Virtual Field Experiences. A grant to create an online video database of wise practice models for problem-based historical inquiry in 6th-12th grade history classrooms. Tom Brush, principal investigator. John Saye co-principal investigator. $1,131,172 total project budget, with $543,526 funded by the Fund for the Improvement of Post-Secondary Education 2002 Reasoning about Critical Issues of the Civil Rights Movement. John Saye, principal investigator. Tom Brush, co-investigator. A grant for expanding and developing a multimedia history learning environment and to train teachers to use these resources to promote historical thinking. http://pihnet.org/ $478,702 total project budget. $225,000funded through the National Endowment for Humanities with additional support from AU College of Education, AU Dept. of Curriculum and Teaching, Indiana University School of Education, and Apple Computer. SELECTED RECENT CONFERENCE PRESENTATIONS 2007 Saye, J., Kohlmeier, J., Brush, T., Maddox, L. & Howell, J. (November, 2007). Using Lesson Study to Build a Professional Knowledge Community for Problem-based History Study. Presented at the College and University Faculty Association of the National Council for the Social Studies. San Diego, CA. 2007 Saye, J., & Gerwin, D. (November, 2007). Collaborative Network: Research Methods. Facilitated at the College and University Faculty Association of the National Council for the Social Studies. San Diego, CA. 2007 Brush, T. and Saye, J. (November, 2007). Strategies for Preparing Pre-Service Social Studies Teachers to Effectively Integrate Technology: Models and Practices. Presented at the College and University Faculty Association of the National Council for the Social Studies. San Diego, CA. 2007 Kohlmeier, J., Mitchell, L., Saye, J. Brush, T. (November, 2007). Attempting Issues-Centered instruction with ‘low-achieving’ students. Presented at the College and University Faculty Association of the National Council for the Social Studies. San Diego, CA. RECENT EDITORIAL WORK 2003 to 2008 Editorial Board, Theory and Research in Social Education 2000 to present Editorial Board, Social Studies section, Contemporary Issues in Technology and Teacher Education 2007 Editorial Review Board, Special Social Studies issue, Journal of Curriculum and Instruction |