@article{dague_lee_2019, title={Why Learn History (When It's Already on Your Phone)}, volume={47}, ISSN={["2163-1654"]}, DOI={10.1080/00933104.2019.1656449}, abstractNote={Questions surrounding how and why students should learn history are not new. As a part of the larger curricular field of social studies, teaching and learning the academic discipline of history has...}, number={4}, journal={THEORY AND RESEARCH IN SOCIAL EDUCATION}, author={Dague, Christoper T. and Lee, John K.}, year={2019}, pages={615–620} }
 @article{thacker_friedman_fitchett_journell_lee_2018, title={Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry}, volume={109}, ISSN={0037-7996 2152-405X}, url={http://dx.doi.org/10.1080/00377996.2018.1451983}, DOI={10.1080/00377996.2018.1451983}, abstractNote={ABSTRACT Social studies continues to be marginalized in elementary grades, yet the C3 Framework and its Inquiry Arc offer possibilities for high-quality elementary social studies instruction. However, the C3 Framework requires that teachers possess an adequate understanding of how to implement inquiry within the various social studies disciplines, which we argue is an aspect of the pedagogical content knowledge necessary for effective elementary social studies instruction. This single-case study follows an elementary teacher through her use of the C3 Framework, Inquiry Arc, and a related curriculum approach called the Inquiry Design Model as she conceptualized, planned, and implemented inquiries in her fifth-grade classroom. By incorporating this new knowledge into her existing understanding of social studies pedagogy, as well as her knowledge of her students and specific educational context, the teacher was able to successfully navigate some of the challenges associated with implementing social studies inquiry in elementary classrooms.}, number={2}, journal={The Social Studies}, publisher={Informa UK Limited}, author={Thacker, Emma S. and Friedman, Adam M. and Fitchett, Paul G. and Journell, Wayne and Lee, John K.}, year={2018}, month={Mar}, pages={85–100} }
 @article{spires_kerkhoff_graham_thompson_lee_2018, title={Operationalizing and validating disciplinary literacy in secondary education}, volume={31}, ISSN={["1573-0905"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85044221988&partnerID=MN8TOARS}, DOI={10.1007/s11145-018-9839-4}, abstractNote={The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy.}, number={6}, journal={READING AND WRITING}, author={Spires, Hiller A. and Kerkhoff, Shea N. and Graham, Abbey C. K. and Thompson, Isaac and Lee, John K.}, year={2018}, month={Jun}, pages={1401–1434} }
 @article{thacker_lee_fitchett_journell_2018, title={Secondary Social Studies Teachers’ Experiences Planning and Implementing Inquiry Using the Inquiry Design Model}, volume={91}, ISSN={0009-8655 1939-912X}, url={http://dx.doi.org/10.1080/00098655.2018.1490129}, DOI={10.1080/00098655.2018.1490129}, abstractNote={Abstract While the use of inquiry-based instruction has been encouraged for many years, it continues to be the exception rather than the norm. The publication of the College, Career, and Civic Life (C3) Framework, as well as the Inquiry Design Model that provides structure for its implementation, offer support for teachers to use inquiry in their social studies classrooms. This phenomenological study used semi-structured interviews, classroom observations, and document analyses to explore three secondary social studies teachers’ pedagogical content knowledge as they planned and implemented inquiries. Findings indicate that teachers found a structured method of designing inquiries useful and that their approaches to planning and implementing those inquiries varied with individual context and personal pedagogical stances. There is no one-size-fits-all inquiry, even when teachers used the same support tool.}, number={4-5}, journal={The Clearing House: A Journal of Educational Strategies, Issues and Ideas}, publisher={Informa UK Limited}, author={Thacker, Emma S. and Lee, John K. and Fitchett, Paul G. and Journell, Wayne}, year={2018}, month={Sep}, pages={193–200} }
 @article{grant_lee_swan_2017, title={Introduction: The task of teaching social studies methods}, journal={Teaching Social Studies: A Methods Book for Methods Teachers}, author={Grant, S. G. and Lee, J. and Swan, K.}, year={2017}, pages={1–5} }
 @article{thacker_lee_friedman_2017, title={Teaching with the C3 Framework: Surveying teachers׳ beliefs and practices}, volume={41}, ISSN={0885-985X}, url={http://dx.doi.org/10.1016/J.JSSR.2016.08.001}, DOI={10.1016/J.JSSR.2016.08.001}, abstractNote={ The C3 Framework encourages ambitious inquiry-based social studies teaching. While inquiry is regularly recommended as a preferred pedagogy, research has shown that social studies teachers rarely engage students in inquiry. This exploratory study surveyed social studies teachers in one school district in a southeastern state to update our understanding of teachers’ instructional beliefs and practices related to inquiry and the C3 Framework. Survey responses were analyzed using descriptive statistics and open coding. Findings indicate that the majority of teachers use instructional practices that may be supportive of the C3 Framework and that the ideas within the C3 Framework resonate with most respondents. At the same time, teachers reported challenges with some key concepts within the Framework, such as taking informed action in the classroom and using questions to initiate an inquiry. While the idea of inquiry as espoused by the C3 Framework resonated with teachers, the extent to which they both believe in and practice inquiry methods is unclear and necessitates further study. This study is an initial step to inform future research and efforts to implement the C3 Framework in K-12 social studies classrooms. }, number={2}, journal={The Journal of Social Studies Research}, publisher={Elsevier BV}, author={Thacker, Emma S. and Lee, John K. and Friedman, Adam M.}, year={2017}, month={Apr}, pages={89–100} }
 @article{swan_grant_lee_2017, title={The inquiry design model}, journal={Race lessons: using inquiry to teach about race in social studies}, author={Swan, K. and Grant, S. G. and Lee, J.}, year={2017}, pages={33–44} }
 @article{swan_lee_grant_2016, title={A study of state social studies coordinators׳ views of the Common Core}, volume={40}, ISSN={0885-985X}, url={http://dx.doi.org/10.1016/J.JSSR.2015.07.002}, DOI={10.1016/J.JSSR.2015.07.002}, abstractNote={ This study focused on the state-level implementation of the Common Core English Language Arts (CC-ELA) standards and the implications for state education department personnel in social studies. Researchers employed a mixed methods approach to data collection and analysis asking the following research questions: (1) How do state-level social studies coordinators understand the obligations and implications of the CC-ELA standards for social studies? and (2) What benefits and challenges do they anticipate the CC-ELA standards offer to social studies educators? Findings from the survey and interviews offer a glimpse into the thinking of social studies coordinators. The findings clustered around four assertions: (1) Coordinators were generally supportive of the CC-ELA standards, (2) CC-ELA is changing the way social studies is enacted at the state level, (3) Coordinators were cautiously optimistic about the impact of CC-ELA on elementary social studies, and (4) Coordinators were consistently positive about the impact of CC-ELA on secondary social studies. The positive views of the CC-ELA standards, however, appeared to do little to mitigate the challenge that the state coordinators face as they translate the standards and teach them to social studies teachers across their states. }, number={4}, journal={The Journal of Social Studies Research}, publisher={Elsevier BV}, author={Swan, Kathy and Lee, John and Grant, S.G.}, year={2016}, month={Oct}, pages={263–279} }
 @article{slykhuis_lee_2016, title={Using Two Frameworks to Promote E-Leadership and Teacher Development}, ISBN={["978-3-662-47955-1"]}, ISSN={["2196-4963"]}, DOI={10.1007/978-3-662-47956-8_12}, abstractNote={Working in partnership with Microsoft, a team of university faculty created the Technology Enriched Instruction (TEI) professional development workshop to promote the effective use of technology in the classroom. This workshop was originally aimed at teacher educators in an effort to support best practices based on theory and research about using technology in teaching. After piloting, the TEI workshop was extended to meet the needs of all higher education faculty. Two conceptual frameworks form the cornerstone of the workshop: TPACK and 21CLD. These frameworks provide the intellectual and practical grounding for all workshop activities. This chapter explores the application of TPACK and 21CLD as well as the decision-making behind and implications for expanding the focus of TEI.}, journal={ICT IN EDUCATION IN GLOBAL CONTEXT: COMPARATIVE REPORTS OF INNOVATIONS IN K-12 EDUCATION}, author={Slykhuis, David A. and Lee, John K.}, year={2016}, pages={233–248} }
 @article{lee_hicks_henriksen_mishra_cain_fahnoe_good_keenan_mehta_richardson_et al._2015, title={Historical Soundscapes for Creative Synthesis}, volume={59}, ISSN={8756-3894 1559-7075}, url={http://dx.doi.org/10.1007/S11528-015-0882-6}, DOI={10.1007/S11528-015-0882-6}, number={5}, journal={TechTrends}, publisher={Springer Science and Business Media LLC}, author={Lee, John and Hicks, David and Henriksen, Danah and Mishra, Punya and Cain, William and Fahnoe, Chris and Good, Jon and Keenan, Sarah and Mehta, Rohit and Richardson, Carmen and et al.}, year={2015}, month={Aug}, pages={4–8} }
 @article{lee_molebash_2014, title={Becoming digital: Using personal digital histories to engage teachers in contemporary understandings of teaching social studies}, volume={38}, ISSN={0885-985X}, url={http://dx.doi.org/10.1016/J.JSSR.2014.02.005}, DOI={10.1016/J.JSSR.2014.02.005}, abstractNote={ Given that social studies pedagogy often runs in direct opposition to how students best learn, social studies teacher preparation must intervene by providing teachers robust experiences for inquiry, interpretation, creation, and personal meaning making. Digital history represents an area of innovation in social studies that can be a useful context for providing such interventions. This research applies a design-based methodology to develop a teacher education activity that reflects research on digital history and how students learn best by constructing and extending prior knowledge, processing information into knowledge, and scaffolding. Design-based research has proven to be suitable as an intervention for classroom settings in that it can be rapidly refined in response to ongoing research on an intervention. The research asked what methods and tools can teacher educators use to promote digital history in their classrooms. Through the project, 200 teacher education students, over four iterative design phases, learned to process historical information into knowledge using technology to communicate refined versions of their knowledge to outside audiences. Seven design factors and six commonalities and differences were identified as influencing the design process. The results of this design-based research informed the development of generalizations and guidelines for designing similar digital history projects. }, number={3}, journal={The Journal of Social Studies Research}, publisher={Elsevier BV}, author={Lee, John K. and Molebash, Philip E.}, year={2014}, month={Jul}, pages={159–172} }
 @article{manfra_lee_2012, title={“You have to know the past to (blog) the present:” Using an Educational Blog to Engage Students in U.S. History}, volume={29}, ISSN={0738-0569 1528-7033}, url={http://dx.doi.org/10.1080/07380569.2012.656543}, DOI={10.1080/07380569.2012.656543}, abstractNote={In this study the authors investigate whether a whole-class educational blog could facilitate culturally relevant instruction and authentic intellectual work in U.S. history. Qualitative data were collected and analyzed that included student comments posted to an educational blog, classroom observations, and follow-up interviews. Based on the analysis, the authors determined four major findings: (a) Students were able to engage in historical analysis while working in the blog environment when it was focused on a single source and included a hard scaffold; (b) when students situated the activities in relevant cultural experiences, they were able to better use their prior knowledge;(c) a variety of affordances related to blogging encouraged and supported students as they completed their work; and (d) the blogging activities were constrained by the limits of students’ literacy and historical skills, and the limits of technology.}, number={1-2}, journal={Computers in the Schools}, publisher={Informa UK Limited}, author={Manfra, Meghan McGlinn and Lee, John K.}, year={2012}, month={Jan}, pages={118–134} }
 @article{delp_goj_pouy_munro-leighton_lee_gunnoe_cundari_petersen_2011, title={Well-Defined Copper(I) Amido Complex and Aryl Iodides Reacting to Form Aryl Amines}, volume={30}, ISSN={["1520-6041"]}, DOI={10.1021/om101084e}, abstractNote={The CuI complex (IPr)Cu(NHPh) {IPr = 1,3-bis(2,6-diisopropylphenyl)imidazol-2-ylidene} reacts with aryl iodides to form diaryl amine products and (IPr)Cu(I), which was confirmed by independent synthesis and characterization. For the reaction with iodobenzene, the products are diphenylamine and aniline. Protection of the hydrogen para to the iodo functionality with ortho-methyl groups results in quantitative conversion to diaryl amine. Combined computational and experimental studies suggest that C−N bond formation most likely occurs via an oxidative addition/reductive elimination sequence.}, number={1}, journal={ORGANOMETALLICS}, author={Delp, Samuel A. and Goj, Laurel A. and Pouy, Mark J. and Munro-Leighton, Colleen and Lee, John P. and Gunnoe, T. Brent and Cundari, Thomas R. and Petersen, Jeffrey L.}, year={2011}, month={Jan}, pages={55–57} }
 @book{niess_lee_2009, title={2007 Microsoft Office system a resource for teachers}, publisher={Hoboken, NJ: Wiley}, author={Niess, Margaret and Lee, John}, year={2009} }
 @article{lee_ke_ramirez_gunnoe_cundari_boyle_petersen_2009, title={Six-, Five-, and Four-Coordinate Ruthenium(II) Hydride Complexes Supported by N-Heterocyclic Carbene Ligands: Synthesis, Characterization, Fundamental Reactivity, and Catalytic Hydrogenation of Olefins, Aldehydes, and Ketones}, volume={28}, ISSN={["1520-6041"]}, DOI={10.1021/om801111c}, abstractNote={The Ru(II) hydride complex (IMes)2Ru(Cl)(H)(CO) (1) {IMes = 1,3-bis-(2,4,6-trimethylphenyl)imidazol-2-ylidene} was synthesized from [Ru(CO)2Cl2]n and free IMes. Complex 1 rapidly reacts with CO to produce the cis-dicarbonyl Ru(II) complex (IMes)2Ru(Cl)(H)(CO)2 (2). The reaction of 1 with NaBAr′4 {Ar′ = 3,5-(CF3)C6H3} produces the four-coordinate Ru(II) cationic complex [(IMes)2Ru(H)(CO)][BAr′4] (4), which can be trapped by two equivalents of tert-butylisonitrile to produce [(IMes)2Ru(H)(CO)(CNtBu)2][BAr′4] (5). Experimental and computational studies suggest that complex 4 is a diamagnetic system that adopts a sawhorse structure. The hydride ligand of complex 2 is readily displaced as dihydrogen upon reaction with HCl to produce (IMes)2Ru(Cl)2(CO)2 (3). Both complex 1 and 4 were found to react with D2 (30 psi) at room temperature to produce the isotopomers (IMes)2Ru(Cl)(D)(CO) (1-d1) and [(IMes)2Ru(D)(CO)][BAr′4] (4-d1), respectively, with the rate of formation of 4-d1 at least 28 times faster than the con...}, number={6}, journal={ORGANOMETALLICS}, author={Lee, John P. and Ke, Zhuofeng and Ramirez, Magaly A. and Gunnoe, T. Brent and Cundari, Thomas R. and Boyle, Paul D. and Petersen, Jeffrey L.}, year={2009}, month={Mar}, pages={1758–1775} }
 @article{calandra_brantley-dias_lee_fox_2009, title={Using Video Editing to Cultivate Novice Teachers’ Practice}, volume={42}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2009.10782542}, DOI={10.1080/15391523.2009.10782542}, abstractNote={Abstract This article reports research concerning the effective use of video editing to help cultivate novice teachers’ reflective practice. The study reported here is part of a larger body of research on video-enhanced teacher reflection. For this study, we used a qualitative research design to examine two guided reflection activities for two groups of novice teachers. The first group debriefed with a teacher educator immediately after teaching their lesson. They later wrote about critical incidents that occurred during their teaching. The second group had no debriefing, but the participants were asked to capture their lessons on digital video, edit their video for two critical incidents, and reflect on the incidents in written form using the same rubric as the first group. Given that both groups used the same reflection guide, we found that students who developed video vignettes produced longer and more multifaceted reflections. We found implications of these results to be an important step towards facilitating novice teachers’ development.}, number={1}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={Calandra, Brendan and Brantley-Dias, Laurie and Lee, John K. and Fox, Dana L.}, year={2009}, month={Sep}, pages={73–94} }
 @article{spires_lee_turner_johnson_2008, title={Having Our Say}, volume={40}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2008.10782518}, DOI={10.1080/15391523.2008.10782518}, abstractNote={Abstract Growing consensus among policy makers and educators alike suggests that our education system must be transformed to address the needs of a global society as well as the needs of the 21st century student. Often overlooked as a resource, students can contribute a valuable perspective on education. The purpose of this study, therefore, was to learn from middle grades students, through surveys and focus groups, what engages them to achieve in school. The findings, which centered on student perspectives of school, uses of technologies in and out of school, and academic engagement, are viewed within the context of global changes and the new demands that this trend places on education.}, number={4}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={Spires, Hiller A. and Lee, John K. and Turner, Kimberly A. and Johnson, Janet}, year={2008}, month={Jun}, pages={497–515} }
 @article{mckeown_foley_lee_gunnoe_2008, title={Hydroarylation of unactivated olefins catalyzed by platinum(II) complexes}, volume={27}, ISSN={["0276-7333"]}, DOI={10.1021/om8006008}, abstractNote={The Pt(II) complex [(tbpy)Pt(Ph)(THF)][BAr′4] catalyzes the hydroarylation of olefins utilizing unactivated substrates. Preliminary studies indicate that the reactions proceed via Pt-mediated C−H activation rather than a traditional Friedel−Crafts pathway.}, number={16}, journal={ORGANOMETALLICS}, author={McKeown, Bradley A. and Foley, Nicholas A. and Lee, John P. and Gunnoe, T. Brent}, year={2008}, month={Aug}, pages={4031–4033} }
 @article{foley_lail_lee_gunnoe_cundari_petersen_2007, title={Comparative reactivity of TpRu(L)(NCMe)Ph (L = CO or PMe3): Impact of ancillary ligand L on activation of carbon-hydrogen bonds including catalytic hydroarylation and hydrovinylation/oligomerization of ethylene}, volume={129}, ISSN={["1520-5126"]}, DOI={10.1021/ja068542p}, abstractNote={Complexes of the type TpRu(L)(NCMe)R [L = CO or PMe3; R = Ph or Me; Tp = hydridotris(pyrazolyl)borate] initiate C-H activation of benzene. Kinetic studies, isotopic labeling, and other experimental evidence suggest that the mechanism of benzene C-H activation involves reversible dissociation of acetonitrile, reversible benzene coordination, and rate-determining C-H activation of coordinated benzene. TpRu(PMe3)(NCMe)Ph initiates C-D activation of C6D6 at rates that are approximately 2-3 times more rapid than that for TpRu(CO)(NCMe)Ph (depending on substrate concentration); however, the catalytic hydrophenylation of ethylene using TpRu(PMe3)(NCMe)Ph is substantially less efficient than catalysis with TpRu(CO)(NCMe)Ph. For TpRu(PMe3)(NCMe)Ph, C-H activation of ethylene, to ultimately produce TpRu(PMe3)(eta3-C4H7), is found to kinetically compete with catalytic ethylene hydrophenylation. In THF solutions containing ethylene, TpRu(PMe3)(NCMe)Ph and TpRu(CO)(NCMe)Ph separately convert to TpRu(L)(eta3-C4H7) (L = PMe3 or CO, respectively) via initial Ru-mediated ethylene C-H activation. Heating mesitylene solutions of TpRu(L)(eta3-C4H7) under ethylene pressure results in the catalytic production of butenes (i.e., ethylene hydrovinylation) and hexenes.}, number={21}, journal={JOURNAL OF THE AMERICAN CHEMICAL SOCIETY}, author={Foley, Nicholas A. and Lail, Marty and Lee, John P. and Gunnoe, T. Brent and Cundari, Thomas R. and Petersen, Jeffrey L.}, year={2007}, month={May}, pages={6765–6781} }
 @article{lee_jimenez-halla_cundari_gunnoe_2007, title={Reactivity of TpRu(L)(NCMe)R (L = CO, PMe3; R = Me, Ph) systems with isonitriles: Experimental and computational studies toward the intra- and intermolecular hydroarylation of isonitriles}, volume={692}, ISSN={["1872-8561"]}, DOI={10.1016/j.jorganchem.2007.01.037}, abstractNote={The Ru(II) phenyl complex TpRu(PMe3)(NCMe)Ph {Tp = hydridotris(pyrazolyl)borate} reacts with isonitriles to form complexes of the type TpRu(PMe3)(CNR)Ph (R = tBu, CH2Ph, CH2CH2Ph). Neither thermal nor photolytic reactions of these systems with excess isonitrile and benzene resulted in the production of corresponding imines. DFT studies that probed the energetics of the desired catalytic transformations revealed that (Tab)Ru(PH3)(CNCH2CH2Ph)Ph {Tab = tris(azo)borate} is the most stable species in a proposed catalytic cycle. Exclusive of calculated transition states, the highest points on the calculated free energy surface are 34 kcal/mol, for (Tab)Ru(PH3)(o,η2-C,C-CNCH2CH2Ph)Ph {relative to the starting material (Tab)Ru(PH3)(CNCH2CH2Ph)Ph}, and 27 kcal/mol for the C–H activation product (Tab)Ru(PH3)(o-C6H4CH2CH2NC) and benzene. The substantial increases in free energy result primarily from the loss of the stable ruthenium–η1-isonitrile interaction.}, number={11}, journal={JOURNAL OF ORGANOMETALLIC CHEMISTRY}, author={Lee, John P. and Jimenez-Halla, Oscar C. and Cundari, Thomas R. and Gunnoe, T. Brent}, year={2007}, month={May}, pages={2175–2186} }
 @article{lee_pittard_deyonker_cundari_gunnoe_petersen_2006, title={Reactions of a Ru(II) phenyl complex with substrates that possess C-N or C-O multiple bonds: C-C bond formation, N-H bond cleavage, and decarbonylation reactions}, volume={25}, ISSN={["1520-6041"]}, DOI={10.1021/om050967h}, abstractNote={Article on the reactions of an Ru(II) phenyl complex with substrates that possess C-N or C-O multiple bonds and C-C bond formation, N-H bond cleavage, and decarbonylation reactions.}, number={6}, journal={ORGANOMETALLICS}, author={Lee, JP and Pittard, KA and DeYonker, NJ and Cundari, TR and Gunnoe, TB and Petersen, JL}, year={2006}, month={Mar}, pages={1500–1510} }
 @article{calandra_lee_2005, title={The digital history and pedagogy project: Creating an interpretative/pedagogical historical website}, volume={8}, ISSN={1096-7516}, url={http://dx.doi.org/10.1016/j.iheduc.2005.09.007}, DOI={10.1016/j.iheduc.2005.09.007}, abstractNote={The Digital History and Pedagogy Project (DHPP) is an interpretive/pedagogical collection of Web-based historical resources designed for use in inquiry-based learning in high school and university classrooms. It has been created by faculty and graduate students at a large urban college of education. This paper provides a rationale for the project rooted in current literature; presents a theoretical framework for this and other similar projects; and describes five current digital historical resources (DHRs) within the context of our framework.}, number={4}, journal={The Internet and Higher Education}, publisher={Elsevier BV}, author={Calandra, Brendan and Lee, John}, year={2005}, month={Oct}, pages={323–333} }
 @article{lee_calandra_2004, title={Can Embedded Annotations Help High School Students Perform Problem Solving Tasks Using A Web-Based Historical Document?}, volume={37}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2004.10782426}, DOI={10.1080/15391523.2004.10782426}, abstractNote={Abstract Two versions of a Web site on the United States Constitution were used by students in separate high school history classes to solve problems that emerged from four constitutional scenarios. One site contained embedded conceptual scaffolding devices in the form of textual annotations; the other did not. The results of our study demonstrated the situational importance of the annotations as well as the need for instructional Web designers to make their design intentions transparent. A holistic approach to examining annotational content is recommended in which teachers and designers consider how Web-based annotational content might function in instructional settings. An initial topology is also proposed for the annotations on the Web site used in this study.}, number={1}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={Lee, John K. and Calandra, Brendan}, year={2004}, month={Sep}, pages={65–84} }
 @article{hicks_doolittle_lee_2004, title={Social Studies Teachers' Use of Classroom-Based and Web-Based Historical Primary Sources}, volume={32}, ISSN={0093-3104 2163-1654}, url={http://dx.doi.org/10.1080/00933104.2004.10473253}, DOI={10.1080/00933104.2004.10473253}, abstractNote={Abstract A limited body of research examines the extent to which social studies teachers are actually utilizing primary sources that are accessible in traditional classroom-based formats versus web-based formats. This paper initiates an exploration of this gap in the literature by reporting on the result of a survey of secondary social studies teachers, all members of the National Council for the Social Studies, that examines the extent to which these social studies teachers are using classroom and web-based primary sources. In particular we ask: To what extent has the availability of web-based primary sources impacted social studies teachers' use of primary sources in the classroom? In order to investigate the above question successfully, we examine the following supporting questions: How are social studies teachers using classroom-based primary sources? How are social studies teachers using web-based primary sources? While the study reveals teachers' understandings of the potential for using primary sources to support historical inquiry and the potential of the web for providing access to previously inaccessible primary sources, the teachers' actual use of both classroom-based and web-based primary sources seems limited.}, number={2}, journal={Theory & Research in Social Education}, publisher={Informa UK Limited}, author={Hicks, David and Doolittle, Peter and Lee, John K.}, year={2004}, month={Apr}, pages={213–247} }