Publications

Howell, J. and Saye, J. (2017)  Integrating theory and practice: Factors shaping elementary teachers’ interpretation of an inquiry model for teaching social studies.  The Journal of Social Studies Research. Advance online publication. doi:10.1016/j.jssr.2017.04.003

Saye, J., Kohlmeier, J., Howell, J., McCormick, T., Jones, C. and Brush, T. (2017) Scaffolded lesson study: Promoting professional teaching knowledge for problem-based historical inquiry. Social Studies Research and Practice, 12(1).

Howell, J. and Callahan, C. (2016). Making sense of public issues with songsSocial Studies Research and Practice11(2).

Howell, J. and Saye, J. (2015) Using lesson study to develop a shared professional teaching knowledge culture among 4th grade social studies teachersThe Journal of Social Studies Research. Advance online publication. doi:10.1016/j.jssr.2015.03.001

Howell, J. (2014). Using lesson study to develop professional teaching knowledge for problem-based historical inquiry among 4th grade social studies teachers (Unpublished doctoral dissertation). Auburn University. Auburn, AL.

Saye, J., Kohlmeier, J., Brush, T., Howell, J., and Maddox, L. (2013) Assessing the effects of a teacher education program on pre-service secondary social studies teachers’ instructional decision-making. International Journal of Social Education, 24(2), 35-76.