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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
Kohlmeier, Jada; Saye, John; Mitchell, Linda; Brush, Thomas – Journal of Social Studies Research, 2011
Inquiry-based history instruction is rare in most school settings, but particularly in classes of students who are perceived to be "low achieving." Students with low reading abilities or test scores typically receive instruction focused on rote recall of historical information. Teachers and students face great obstacles in inquiry based learning,…
Descriptors: Communities of Practice, Mentors, Low Achievement, Active Learning
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
