Dr Corey Savage

  • Lecturer in Education (School of Education)

email: Corey.Savage@glasgow.ac.uk

St Andrew's Building, 11 Eldon Street, Rm N501A, Glasgow, G3 6NH

Import to contacts

ORCID iDhttps://orcid.org/0000-0003-3708-2196

Biography

Savage’s current research focuses on a) the impacts of education policies, programs, and practices on civic learning outcomes, b) access to civic learning opportunities, and c) the measurement of civic learning opportunities and outcomes. See here for a recent brief, which includes a conceptual framework for civic learning.

He previously held research positions at the American Institutes for Research (AIR), the Annenberg Institute at Brown University, the Hector Research Institute at the University of Tübingen, and Educational Testing Service (ETS).

He received a Ph.D. in educational policy from Michigan State University and an M.A. in education and social policy from New York University.

Research interests

  • Access/opportunity
  • Civic learning
  • Climate change education
  • Comparative education
  • Education policy
  • Media/information literacy
  • Measurement
  • Teacher and teaching quality
  • Quantitative methods

Publications

List by: Type | Date

Jump to: 2023 | 2022 | 2021 | 2019 | 2016 | 2015
Number of items: 12.

2023

Savage, C. , Hamilton, L. S., Scholz, C. and Murray, O. (2023) Pressing needs in research on K–12 civic learning: A call to the field. Discussion Paper. American Institutes for Research.

Savage, C. and Ikoma, S. (2023) Access to civics content and evidence-based instructional approaches in U.S. schools. Working Paper. American Institutes for Research.

2022

Brandt, N.D., Savage, C. , Roberts, B.W., Baumert, J. and Wagner, J. (2022) Who do you trust? The role of level and change in trust and personality across young to middle adulthood for political interest and voting intentions. Journal of Research in Personality, 101, 104288. (doi: 10.1016/j.jrp.2022.104288)

2021

Savage, C. , Ayaita, A., Hübner, N. and Biewen, M. (2021) Who chooses teacher education and why? Evidence from Germany. Educational Researcher, 50(7), pp. 483-487. (doi: 10.3102/0013189X211000758)

Hübner, N., Savage, C. , Gräsel, C. and Wacker, A. (2021) Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany. Journal of Curriculum Studies, 53(6), pp. 802-820. (doi: 10.1080/00220272.2020.1870714)

Savage, C. , Becker, M. and Baumert, J. (2021) Unequal civic development? Vocational tracking and civic outcomes in Germany. AERA Open, 7, (doi: 10.1177/23328584211045397)

Savage, C. , Hübner, N., Biewen, M., Nagengast, B. and Polikoff, M. S. (2021) Social Studies textbook effects: Evidence from Texas. AERA Open, 7, (doi: 10.1177/2332858421992345)

Solem, M., Vaughan, P., Savage, C. and Nadai, A. S. D. (2021) Student- and school-level predictors of geography achievement in the United States, 1994–2018. Journal of Geography, 120(6), pp. 201-211. (doi: 10.1080/00221341.2021.2000009)

2019

Savage, C. (2019) Academic majors of social studies teachers and student achievement in the U.S. Teaching and Teacher Education, 84, pp. 66-73. (doi: 10.1016/j.tate.2019.04.020)

Bell, C. A., Gitomer, D. H., Savage, C. and Haines McKenna, A. (2019) A synthesis of research on and measurement of STEM teacher preparation. Technical Report. American Association for the Advancement of Science.

2016

Tatto, M. T., Savage, C. , Liao, W., Marshall, S. L., Goldblatt, P. and Contreras, L. M. (2016) The emergence of high-stakes accountability policies in teacher preparation: An examination of the U.S. Department of Education’s proposed regulations. Education Policy Analysis Archives, 24, 21. (doi: 10.14507/epaa.24.2322)

2015

Chmielewski, A. K. and Savage, C. (2015) Socioeconomic segregation between schools in the United States and Latin America, 1970–2012. In: McCarthy, G. W., Ingram, G. K. and Moody, S. A. (eds.) Land and the City. Lincoln Institute of Land Policy: Cambridge, Massachusetts, pp. 394-423. ISBN 9781558443174

This list was generated on Mon Apr 29 08:31:52 2024 BST.
Jump to: Articles | Book Sections | Research Reports or Papers
Number of items: 12.

Articles

Brandt, N.D., Savage, C. , Roberts, B.W., Baumert, J. and Wagner, J. (2022) Who do you trust? The role of level and change in trust and personality across young to middle adulthood for political interest and voting intentions. Journal of Research in Personality, 101, 104288. (doi: 10.1016/j.jrp.2022.104288)

Savage, C. , Ayaita, A., Hübner, N. and Biewen, M. (2021) Who chooses teacher education and why? Evidence from Germany. Educational Researcher, 50(7), pp. 483-487. (doi: 10.3102/0013189X211000758)

Hübner, N., Savage, C. , Gräsel, C. and Wacker, A. (2021) Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany. Journal of Curriculum Studies, 53(6), pp. 802-820. (doi: 10.1080/00220272.2020.1870714)

Savage, C. , Becker, M. and Baumert, J. (2021) Unequal civic development? Vocational tracking and civic outcomes in Germany. AERA Open, 7, (doi: 10.1177/23328584211045397)

Savage, C. , Hübner, N., Biewen, M., Nagengast, B. and Polikoff, M. S. (2021) Social Studies textbook effects: Evidence from Texas. AERA Open, 7, (doi: 10.1177/2332858421992345)

Solem, M., Vaughan, P., Savage, C. and Nadai, A. S. D. (2021) Student- and school-level predictors of geography achievement in the United States, 1994–2018. Journal of Geography, 120(6), pp. 201-211. (doi: 10.1080/00221341.2021.2000009)

Savage, C. (2019) Academic majors of social studies teachers and student achievement in the U.S. Teaching and Teacher Education, 84, pp. 66-73. (doi: 10.1016/j.tate.2019.04.020)

Tatto, M. T., Savage, C. , Liao, W., Marshall, S. L., Goldblatt, P. and Contreras, L. M. (2016) The emergence of high-stakes accountability policies in teacher preparation: An examination of the U.S. Department of Education’s proposed regulations. Education Policy Analysis Archives, 24, 21. (doi: 10.14507/epaa.24.2322)

Book Sections

Chmielewski, A. K. and Savage, C. (2015) Socioeconomic segregation between schools in the United States and Latin America, 1970–2012. In: McCarthy, G. W., Ingram, G. K. and Moody, S. A. (eds.) Land and the City. Lincoln Institute of Land Policy: Cambridge, Massachusetts, pp. 394-423. ISBN 9781558443174

Research Reports or Papers

Savage, C. , Hamilton, L. S., Scholz, C. and Murray, O. (2023) Pressing needs in research on K–12 civic learning: A call to the field. Discussion Paper. American Institutes for Research.

Savage, C. and Ikoma, S. (2023) Access to civics content and evidence-based instructional approaches in U.S. schools. Working Paper. American Institutes for Research.

Bell, C. A., Gitomer, D. H., Savage, C. and Haines McKenna, A. (2019) A synthesis of research on and measurement of STEM teacher preparation. Technical Report. American Association for the Advancement of Science.

This list was generated on Mon Apr 29 08:31:52 2024 BST.

Grants

Breakstone, J. (PI), Savage, C. (co-PI); Reading Like a Historian: Preparing Students to Understand the Past and Present, American History and Civics – National Activities, Office of Elementary & Secondary Education, U.S. Department of Education, $2,831,497. (2023 – 2026).