| Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments JW Saye, T Brush Educational Technology Research and Development 50 (3), 77-96, 2002 | 803 | 2002 |
| Implementation and evaluation of a student-centered learning unit: A case study T Brush, J Saye Educational technology research and development 48 (3), 79-100, 2000 | 438 | 2000 |
| A summary of research exploring hard and soft scaffolding for teachers and students using a multimedia supported learning environment TA Brush, JW Saye The Journal of Interactive Online Learning 1 (2), 1-12, 2002 | 339 | 2002 |
| The use of embedded scaffolds with hypermedia-supported student-centered learning J Saye, T Brush Journal of Educational Multimedia and hypermedia 10 (4), 333-356, 2001 | 291 | 2001 |
| Strategies for preparing preservice social studies teachers to effectively integrate technology: Models and practices T Brush, J Saye Contemporary issues in technology and teacher education 9 (1), 46-59, 2009 | 250 | 2009 |
| The effects of multimedia-supported problem-based inquiry on student engagement, empathy, and assumptions about history T Brush, J Saye Interdisciplinary Journal of Problem-Based Learning 2 (1), 21-56, 2008 | 206 | 2008 |
| Student engagement with social issues in a multimedia-supported learning environment JW Saye, T Brush Theory & Research in Social Education 27 (4), 472-504, 1999 | 188 | 1999 |
| Technology in the classroom: The role of dispositions in teacher gatekeeping JW Saye Journal of curriculum and Supervision 13 (3), 210, 1998 | 144 | 1998 |
| Social Studies Inquiry Research Collaborative (SSIRC).(2013). Authentic pedagogy: Its presence in social studies classrooms and relationship to student performance on state … J Saye Theory & Research in Social Education 41 (1), 89-132, 2013 | 143 | 2013 |
| Authentic pedagogy: Its presence in social studies classrooms and relationship to student performance on state-mandated tests J Saye, Social Studies Inquiry Research Collaborative (SSIRC) Theory & Research in Social Education 41 (1), 89-132, 2013 | 133 | 2013 |
| Comparing teachers' strategies for supporting student inquiry in a problem-based multimedia-enhanced history unit JW Saye, T Brush Theory & Research in Social Education 34 (2), 183-212, 2006 | 132 | 2006 |
| The Big Six information skills as a metacognitive scaffold: A case study S Wolf, T Brush, J Saye School Library Research 6, 2003 | 131 | 2003 |
| Using technology-enhanced learning environments to support problem-based historical inquiry in secondary school classrooms JW Saye, T Brush Theory & Research in Social Education 35 (2), 196-230, 2007 | 127 | 2007 |
| Scaffolding problem-based teaching in a traditional social studies classroom JW Saye, T Brush Theory & Research in Social Education 32 (3), 349-378, 2004 | 119 | 2004 |
| Promoting civic competence through problem-based history learning environments WJ Saye http://dpdev. crlt. indiana. edu/Butts_chapter. doc, 2004 | 105 | 2004 |
| Technology and educational empowerment: Students' perspectives JW Saye Educational technology research and development 45 (2), 5-25, 1997 | 94 | 1997 |
| Disciplined inquiry in social studies classrooms JW Saye The Wiley handbook of social studies research, 336-359, 2017 | 83 | 2017 |
| Using an information problem-solving model as a metacognitive scaffold for multimedia-supported information-based problems SE Wolf, T Brush, J Saye Journal of Research on technology in Education 35 (3), 321-341, 2003 | 83 | 2003 |
| Using mentoring to develop professional teaching knowledge for problem-based historical inquiry JW Saye, J Kohlmeier, T Brush, L Mitchell, C Farmer Theory & Research in Social Education 37 (1), 6-41, 2009 | 75 | 2009 |
| Using lesson study to develop a shared professional teaching knowledge culture among 4th grade social studies teachers JB Howell, JW Saye The journal of social studies research 40 (1), 25-37, 2016 | 65 | 2016 |
