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Bio
Dr. Reisman’s work has appeared in Cognition and Instruction, Journal of Curriculum Studies, Teachers College Record, Journal of Teacher Education, and Teaching and Teacher Education. Her 2011 dissertation won the Larry Metcalf Award from the National Council for the Social Studies, and an article that emerged from it won the 2013 William Gilbert Award from the American Historical Association. Dr. Reisman was awarded the 2015 NAEd/Spencer Postdoctoral Fellowship and the 2019 Middle States Council for the Social Studies Harry J. Carmen Award for outstanding achievement in social studies research and teaching.
Research Interests and Current Projects
Dr. Reisman’s research centers on the challenges of teaching document-based historical inquiry. Her scholarship investigates the design and implementation of curriculum materials, assessments of student learning, teacher education, and professional development experiences that support document-based analysis and classroom discourse. Dr. Reisman’s current projects examine teacher learning in different contexts. In an ongoing design-based implementation project, she is collaborating with a group of history teacher leaders to build an instructional coaching model focused on the core practices of document-based history instruction that leverages online video analysis tools. She has also received funding from the Spencer Foundation and the University of Pennsylvania’s University Research Fund to translate this coaching project into a fully virtual model. She recently received funding from the James S. McDonnell Foundation for a longitudinal study of novice teachers’ discussion facilitation practices that follows them into their first two years of teaching. The products of this work will include an online repository of teacher-annotated videos of social studies discussion to be used in teacher-led professional development.
Areas of Expertise
Teaching and learning in history classrooms
Teacher education and professional development
Adolescent literacy
Curriculum
Research Interests and Current Projects
Dr. Reisman’s research centers on the challenges of teaching document-based historical inquiry. Her scholarship investigates the design and implementation of curriculum materials, assessments of student learning, teacher education, and professional development experiences that support document-based analysis and classroom discourse. Dr. Reisman’s current projects examine teacher learning in different contexts. In an ongoing design-based implementation project, she is collaborating with a group of history teacher leaders to build an instructional coaching model focused on the core practices of document-based history instruction that leverages online video analysis tools. She has also received funding from the Spencer Foundation and the University of Pennsylvania’s University Research Fund to translate this coaching project into a fully virtual model. She recently received funding from the James S. McDonnell Foundation for a longitudinal study of novice teachers’ discussion facilitation practices that follows them into their first two years of teaching. The products of this work will include an online repository of teacher-annotated videos of social studies discussion to be used in teacher-led professional development.
Areas of Expertise
Teaching and learning in history classrooms
Teacher education and professional development
Adolescent literacy
Curriculum
Research Interests
Papers共 28 篇Author StatisticsCo-AuthorSimilar Experts
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The American Historical Reviewno. 1 (2024): 175-197
JOURNAL OF TEACHER EDUCATIONno. 3 (2024): 305-320
EDUCATIONAL LEADERSHIPno. 4 (2023): 88-88
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Proceedings of the 2022 AERA Annual Meeting (2023): 104050-104050
The Journal of Social Studies Research (2022)
JOURNAL OF CURRICULUM STUDIESno. 6 (2022): 751-771
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