This map shows the geographic impact of John Saye's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by John Saye with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites John Saye more than expected).
This network shows the impact of papers produced by John Saye. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by John Saye. The network helps show where John Saye may publish in the future.
Co-authorship network of co-authors of John Saye
This figure shows the co-authorship network connecting the top 25 collaborators of John Saye.
A scholar is included among the top collaborators of John Saye based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with John Saye. John Saye is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Saye, John, et al.. (2015). Supporting In-Service Teachers' Professional Teaching Knowledge With Educatively Scaffolded Digital Curriculum. Contemporary issues in technology and teacher education. 15(4). 568–599.9 indexed citations
2.
Saye, John. (2014). Achieving "Authentic" Pedagogy: Plan Units, Not Lessons.. Social Education. 78(1). 33–37.3 indexed citations
Brush, Thomas, et al.. (2013). The PBL-TECH Project: Web-Based Tools and Resources to Support Problem-Based Learning in Pre-Service Teacher Education. Society for Information Technology & Teacher Education International Conference. 2013(1). 3841–3849.2 indexed citations
5.
Kale, Uğur, Thomas Brush, Alison Bryant, & John Saye. (2011). Online Communication Patterns of Teachers. The Journal of Interactive Learning Research. 22(4). 491–522.3 indexed citations
6.
Saye, John, et al.. (2011). Using Mentoring to Support a Novice Teacher Using Problem Based Historical Inquiry with. The Journal of Social Studies Research. 35(1).1 indexed citations
7.
Brush, Thomas, Anne Ottenbreit‐Leftwich, John Saye, Krista Glazewski, & Theresa M. McCormick. (2011). PBL-TECH: Using Web 2.0 Tools and Resources to Support Problem-Based Curricular Innovations in Pre-Service Teacher Education. Society for Information Technology & Teacher Education International Conference. 2011(1). 3959–3963.1 indexed citations
8.
Brush, Thomas, et al.. (2009). Evaluation of the Persistent Issues in History Laboratory for Virtual Field Experience (PIH-LVFE). 8(1). 41–62.8 indexed citations
Brush, Thomas & John Saye. (2009). Strategies for Preparing Preservice Social Studies Teachers to Effectively Integrate Technology: Models and Practices. Contemporary issues in technology and teacher education. 9(1). 46–59.39 indexed citations
11.
Brush, Thomas & John Saye. (2009). Strategies for Preparing Preservice Social Studies Teachers to Integrate Technology Effectively: Models and Practices. 9(1). 45–59.48 indexed citations
12.
Saye, John, et al.. (2009). Assessing the effects of a teacher education program on pre-service secondary social studies teachers' instructional decision-making. 24(2). 35–76.5 indexed citations
Saye, John & Thomas Brush. (2005). The Persistent Issues in History Network: Using Technology to Support Historical Inquiry and Civic Reasoning. Social Education. 69(3). 168.12 indexed citations
15.
Brinkerhoff, Jonathan, James D. Klein, Thomas Brush, & John Saye. (2005). The Effects of Advisement and Small Groups on Learning from a Multimedia Database. International journal of instructional media. 32(4). 409.1 indexed citations
16.
Brush, Thomas & John Saye. (2004). PIHNet: A Web-Based Environment for Supporting Problem-Based Historical Inquiry. Society for Information Technology & Teacher Education International Conference. 2004(1). 4754–4757.1 indexed citations
17.
Saye, John & Thomas Brush. (2001). The Use of Embedded Scaffolds with Hypermedia-Supported Student-Centered Learning. Journal of educational multimedia and hypermedia. 10(4). 333–356.112 indexed citations
Saye, John. (1998). Creating Time to Develop Student Thinking: Team-Teaching with Technology.. Social Education. 62(6).13 indexed citations
20.
Saye, John. (1998). Technology in the Classroom: The Role of Dispositions in Teacher Gatekeeping.. Journal of curriculum and supervision. 13(3).36 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.