Publications

Santiago, M. (2016). Erasing differences for the sake of inclusion: How Mexican/Mexican American students construct historical narratives.Theory & Research in Social Education, 44(4), 1-32.
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Reisman, A. & Fogo, B. (2016). Contributions of educative document-based curricular materials to quality of historical instruction.Teaching and Teacher Education, 59, 191-202.
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Reisman, A. (2015). Entering the historical problem space: Whole-class text-based discussion in history class.Teachers College Record, 117(2), 1-44.
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Fogo, B. (2015). The making of California's history-social science standards: Enduring decisions and unresolved issues. The History Teacher, 48(4), 737-775.
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Reisman, A. (2015). The difficulty of assessing disciplinary historical reading. In K. Ercikan & P. Seixas (Eds). New Directions in Assessing Historical Thinking. (pp. 29-39). New York: Routledge.
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Smith, M. & Breakstone, J. (2015). History Assessments of Thinking: An investigation in cognitive validity. In K. Ercikan & P. Seixas (Eds). New Directions in Assessing Historical Thinking. (pp. 233-245). New York: Routledge.
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* Wineburg, S., & Reisman, A. (2015). Disciplinary Literacy in History: A Toolkit for Digital Citizenship. Journal of Adolescent & Adult Literacy 58(8), 636-639.
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Achinstein, B. & Fogo, B. (2015). Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teaching & Teacher Education 45, 45-58.
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Breakstone, J. (2014). Try, Try, Try Again: The Process of Designing New History Assessments. Theory & Research in Social Education 42(4), 453-485.
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Fogo, B. (2014). Core practices for teaching history: The results of a Delphi Panel survey. Theory & Research in Social Education 42(2), 151-196.
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Smith, M., Breakstone, J., & Wineburg, S. (2012). Achievement testing in history. In J. Hattie & E. A. Anderman (Eds.), International Guide to Student Achievement. New York: Routledge.
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Reisman, A. (2012). Reading Like a Historian: A document-based history curriculum intervention in urban high schools. Cognition and Instruction, 33(1), 86-112. 
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* Reisman, A. (2012). The `Document-Based Lesson': Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers. Journal of Curriculum Studies, 44(2), 233-264.
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Reisman, A., & Wineburg, S. (2012). Text complexity in the history classroom: Teaching to and beyond the Common Core. Social Studies Review.
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Reisman, A., & Wineburg, S. (2012). Ways of knowing and the history classroom: Supporting disciplinary discussion and reasoning about texts. In M. Carretero (Ed.), History education and the construction of identities (pp. 171-188). Charlotte, NC: Information Age.
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Wineburg, S. & Fogo, B. (2010). Testing in History. International Encyclopedia of Education 3rd Edition. Edited by Eva Baker, Penelope Peterson and Barry McGaw, Elsevier.

Wineburg, S. (2009). “Teaching American History” program: A venerable past and a challenging future. In K. Woestman & R. Ragland (Eds). Teaching American history state by state. (pp. 2-7). New York: Routledge.
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Wineburg, S. (2008). Historical thinking is unnatural -- and immensely important. In Recent Themes in Historical Thinking: Historians in Conversation, (Ed.) Donald A. Yerxa. Columbia, SC: University of South Carolina Press, 35-43.
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* Martin, D., & Wineburg, S. (2008). Seeing historical thinking. The History Teacher, 41(3), 1-15.
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Reisman, A., & Wineburg, S. (2008). Teaching the skill of contextualizing in history. The Social Studies, 99(5), 202-207.
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* Wineburg, S., Mosborg, S., Porat, D., & Duncan, A. (2007). Common belief and the cultural curriculum: An intergenerational study of historical consciousness. American Educational Research Journal, 44 (1), 40-76.
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Wineburg, S., Reisman, A., & Fogo, B. (2007). Historical evidence and evidence for educational claims. International Journal of Social Education, 22(1), 146-156.
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Wineburg, S. (2007). Unnatural and essential: The nature of historical thinking. Teaching History, 129, 6-12.
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* Article housed in Stanford University School of Education's publicly available Open Archive.