Dr. Brad Fogo

Dr. Fogo earned his Ph.D. in Curriculum and Teacher Education at Stanford University. He was a middle school history-social teacher for nine years in California and Chicago. His research focuses on instructional practice, teacher learning, and inquiry-based history-social studies curriculum.

 

Education

Stanford University School of Education, Stanford CA

PhD: Curriculum and Teacher Education,  August 2010

 

The University of Montana, Missoula MT

MA: History, May 1996

                                                         

The University of Wisconsin, Madison WI

BA: History, May 1992

 

Professional Credentials

San Francisco State University, San Francisco CA

Single Subject Teaching Credential: Social Science, January 1999 (English Endorsement)

 

Select Publications

Reisman, A. & Fogo, B. (2016). Contributions of educative document-based curricular materials to historical quality of instruction. Teaching and Teacher Education, 59, 191-202.

Fogo, B. (2015). The making of California’s history standards: Enduring decisions and unresolved issues. The History Teacher, 48(4), 737-775.

Achinstein, B. &  Fogo, B. (2015). Mentoring novices’ teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor facilitated practice. Teaching and Teacher Education, 45, 45-58.

Fogo, B. (2014). Core practices for teaching history: The results of a Delphi panel survey. Theory and Research in Social Education, 42(2), 151-196.

Reisman, A. & Fogo, B. (2014). Teaching disciplinary literacy in secondary history classes. In M. Hougen (Ed.), The fundamentals of literacy assessment and instruction, 6-12. Baltimore, MD: Brookes Publishing Co.

Fogo, B. (2011). Making and measuring the California history standards, Phi Delta Kappan, 92(8), 62-67.

 

Presentations

Fogo, B., Garza, E. & Jackson K. (November 2015). Bridging the Divide: Lessons from a School-District University Partnership to Support Inquiry Based History Education. Presentation delivered at the California History-Social Science Project Conference, Los Angeles CA.

Fogo, B., Reisman A. & Breakstone J. (April 2015). Teacher Adaptation of Document-Based History Curriculum: Results of the Reading Like a Historian Curriculum-Use Survey. Paper presented at the annual meeting of the American Educational Research Association, Chicago IL.

Reisman, A. & Fogo, B. (April 2015). Teacher Enactment of Educative Document-Based History Curriculum. Paper presented at the annual meeting of the American Educational Research Association, Chicago IL.

Fogo, B. (November 2014). Reading Like a Historian: Design Principles and Instructional Strategies. Presentation delivered at the National Council for Social Studies Annual Conference, Boston, MA.

Fogo, B. (June 2014). Defining Core Teaching Practices for History. Paper presented at the International Conference for Learning Sciences, Boulder, CO.

Barker, L. & Fogo, B. (June 2014). Reflection on Action: Pedagogy and Practice in a Teacher Professional-Learning Workshop on Classroom Discussion in History. Paper presented at the International Conference for Learning Sciences, Boulder, CO.

Fogo, B. (May 2014). Historical Thinking in Practice. Presentation delivered at the Digital History Conference, Umea University, Sweden.

Fogo, B. (April 2013). Core Practices for Teaching History: The Results of a Delphi Panel Survey. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Achinstein, B. & Fogo, B. (April 2013). Mentoring Novices’ Teaching of Historical Reasoning: Pedagogical Content Knowledge Development through Mentor Facilitated Practice. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Fogo, B. & Davis, E. (February 2013). The Subject of Mentoring: Using Content Specific Practices to Improve Secondary Instruction.  Presentation at the New Teacher Center’s 15th National Symposium on Teacher Induction, San Jose, CA.

Fogo, B. (April 2011). “Essential Knowledge”: The Making of California’s History Standards. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Fogo, B. & Ziegler, V. (May 2010). Closing the Achievement Gap through Reading, Writing, and Historical Thinking in the History Classroom. Presentation at the California State Department of Education Title I Conference, Sacramento, CA.

Fogo, B. & Reisman A. (April 2009). Evidence of Disciplinary Knowledge: Measuring the Historical Thinking of Pre-Service Teachers. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Fogo, B. (September 2008). The Limits of State Mandated History Curriculum. Paper presented at the National History Center Assessment Meeting, Washington DC.

Reisman A. & Fogo, B. (September 2008). Developing Historical Thinking in a Standards-Based Unit on Reconstruction. Presentation at the annual meeting of the California Council for History Education, San Jose, CA.

Fogo, B. (April 2007). Promise and Problems: The California Standards Tests for History-Social Science. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Fogo, B. (February 2007). State Assessments for History-Social Science. Paper presented at the Historical Thinking Conference, University of Leuven, Belgium.