Selected Publications
Articles
Reisman, A., & Enumah, L. (2020). Using video to highlight curriculum-embedded opportunities for student discourse. Journal of Teacher Education, 1–17. https://doi.org/10.1177/0022487119895503
Reisman, A., Enumah, L., & Jay, L. (2020). Interpretive frames for responding to racially stressful moments in history discussions. Theory and Research in Social Education. https://doi.org/10.1080/00933104.2020.1718569
Kavanagh, S. S., Monte-Sano, C., Reisman, A., Fogo, B., McGrew, S., Cipparone, P., & Jay, L. (2019). Teaching content in practice: Investigating rehearsals of social studies discussions. Teaching and Teacher Education, 86, 1–11.
Reisman, A., Brimsek, E., & Hollywood, C. (2019). Assessment of Historical Analysis and Argumentation (AHAA): A new measure of document-based historical thinking. Cognition and Instruction, 37(4), 534–561.
Jay, L., & Reisman, A. (2019). Teaching change and continuity with historical analogies. Social Studies Research and Practice, 14(1), 98–104.
Reisman, A., Cipparone, P., Jay, L., Monte-Sano, C., Kavanagh, S. S., McGrew, S., & Fogo, B. (2019). Evidence of emergent practice: Teacher candidates facilitating historical discussion in their field placements. Teaching and Teacher Education, 80, 145–156.
Fogo, B., Reisman, A., & Breakstone, J. (2019). Teacher adaptation of document-based history curricula: Results from the Reading Like a Historian curriculum-use survey. Journal of Curriculum Studies, 51(1), 62–83.
Reisman, A., Kavanagh, S., Monte-Sano, C., Fogo, B., McGrew, S., Cipparone, P., & Simmons, E. (2018). Facilitating whole-class discussions in history: A framework for preparing teacher candidates. Journal of Teacher Education, 69(3), 278–293.
Reisman, A. (2017). Integrating content and literacy in social studies: Assessing instructional materials and student work from a Common Core-aligned intervention. Theory and Research in Social Education, 45(4), 517–554.
Reisman, A., & Fogo, B. (2016). Contributions of educative document-based curricular materials to quality of historical instruction. Teaching and Teacher Education, (59), 191–-202. (Length: 11 pages).
Reisman, A. (2015). Entering the historical problem space: Whole-class, text-based discussion in history class. Teachers College Record, 117(2), 1–44.
Wineburg, S., & Reisman, A. (2015). Disciplinary literacy in history: A toolkit for digital citizenship. Journal of Adolescent and Adult Literacy, 58(8), 636–639.
Reisman, A. (2012). “Reading like a historian:” A document-based history curriculum intervention in urban high schools. Cognition and Instruction, 30(1), 86–112.
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.
Reisman, A., & Wineburg, S. (2012). “Text Complexity” in the history classroom: Teaching to and beyond the Common Core. Social Studies Review, 51(1), 24–29.
Book chapters
Bien, A., Carlson, J., Kazemi, E., Reisman, A., Scheve, M.A., & Wells, A. (2018). Taking core practices to the field. In P. Grossman (Ed.), Teaching core practices in teacher education. Cambridge: Harvard Education Press.
Reisman, A., & McGrew, S. (2018). Reading in history education: Texts, sources, and evidence. In Scott Metzger & Lauren Harris (Eds.), International Handbook of History Teaching and Learning (Ch. 20). Hoboken: Wiley-Blackwell.
Monte-Sano, C., & Reisman, A. (2016). Studying historical understanding. In L. Corno & E. Anderman (Eds.), Handbook of educational psychology, 3rd Edition (Ch. 21). New York: Routledge.
Reisman, A. (2015). The difficulty of assessing disciplinary historical reading. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (Ch. 2). New York: Routledge.
Reisman, A., & Fogo, B. (2015). Teaching disciplinary history in history classes. In M. Hougen (Ed.), Fundamentals of literacy instruction & assessment, 6-12 (Ch. 11). Baltimore: Paul H. Brookes Publishing Co.