| Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools A Reisman Cognition and Instruction 30 (1), 86-112, 2012 | 632 | 2012 |
| The "Document-Based Lesson": Bringing Disciplinary Inquiry into High School History Classrooms with Adolescent Struggling Readers A Reisman Journal of Curriculum Studies 44 (2), 233-264, 2012 | 225 | 2012 |
| Teaching the Skill of Contextualizing in History A Reisman, S Wineburg Social Studies 99 (5), 202-207, 2008 | 221 | 2008 |
| Disciplinary literacy in history: A toolkit for digital citizenship S Wineburg, A Reisman Journal of Adolescent & Adult Literacy 58 (8), 636-639, 2015 | 218 | 2015 |
| Entering the historical problem space: Whole-class text-based discussion in history class A Reisman Teachers College Record 117 (2), 1-44, 2015 | 108 | 2015 |
| Facilitating whole-class discussions in history: A framework for preparing teacher candidates A Reisman, SS Kavanagh, C Monte-Sano, B Fogo, SC McGrew, ... Journal of Teacher Education 69 (3), 278-293, 2018 | 95 | 2018 |
| Contributions of educative document-based curricular materials to quality of historical instruction A Reisman, B Fogo Teaching and Teacher Education 59, 191-202, 2016 | 71 | 2016 |
| Studying historical understanding C Monte-Sano, A Reisman Handbook of educational psychology, 295-308, 2015 | 63 | 2015 |
| Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements A Reisman, P Cipparone, L Jay, C Monte-Sano, SS Kavanagh, S McGrew, ... Teaching and teacher education 80, 145, 2019 | 45 | 2019 |
| Teaching content in practice: Investigating rehearsals of social studies discussions SS Kavanagh, C Monte-Sano, A Reisman, B Fogo, S McGrew, ... Teaching and Teacher Education 86, 102863, 2019 | 41 | 2019 |
| The difficulty of assessing disciplinary historical reading A Reisman New directions in assessing historical thinking, 29-39, 2015 | 41 | 2015 |
| Interpretive frames for responding to racially stressful moments in history discussions A Reisman, L Enumah, L Jay Theory & Research in Social Education 48 (3), 321-345, 2020 | 39 | 2020 |
| Teacher adaptation of document-based history curricula: Results of the reading like a historian curriculum-use survey B Fogo, A Reisman, J Breakstone Journal of curriculum studies 51 (1), 62-83, 2019 | 38 | 2019 |
| Ways of knowing and the History Classroom: supporting disciplinary discussion and reasoning about texts A Reisman, S Wineburg History education and the construction of national identities, 171-188, 2012 | 32 | 2012 |
| Reading in history education: Text, sources, and evidence A Reisman, S McGrew The Wiley international handbook of history teaching and learning, 527-550, 2018 | 29 | 2018 |
| Text complexity in the history classroom: Teaching to and beyond the common core A Reisman, S Wineburg Social Studies Review 51 (1), 24-29, 2012 | 29 | 2012 |
| Assessment of Historical Analysis and Argumentation (AHAA): A new measure of document-based historical thinking A Reisman, E Brimsek, C Hollywood Cognition and Instruction 37 (4), 534-561, 2019 | 27 | 2019 |
| Historical evidence and evidence of learning S Wineburg, A Reisman, B Fogo International journal of social education: Official journal of de Indiana …, 2007 | 19 | 2007 |
| Integrating content and literacy in social studies: Assessing instructional materials and student work from a common core-aligned intervention A Reisman Theory & Research in Social Education 45 (4), 517-554, 2017 | 16 | 2017 |
| How to facilitate discussions in history A Reisman Literacy 74 (5), 2017 | 14 | 2017 |
Brad FogoSan Francisco State UniversityVerified email at sfsu.edu
