Brad Fogo

Assistant Professor
Brad Fogo
Phone: 
415-338-1534
Biography: 

Brad Fogo, Ph.D., is an assistant professor of teacher education with a joint appointment between the Departments of Secondary and Elementary Education. His primary teaching responsibilities include curriculum and instruction courses for history-social studies teachers. His research focuses on instructional practice, teacher learning, and inquiry-based history-social studies curriculum. Dr. Fogo was the Director of Curriculum and Professional Development for the Stanford History Education Group, where he played a primary role in developing the Reading Like a Historian curriculum. He also worked for 10 years as a middle school history-social science teacher in California and Chicago.

Educational Background

  • Ph.D., Curriculum and Teacher Education, Stanford University, 2010
  • M.A., History, The University of Montana, 1996
  • B.A., History, The University of Wisconsin-Madison, 1992

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.

Select Presentations

Fogo, B. (January 2018). Designing a Digital Archive for Access and Inquiry. Presentation delivered at the American Historical Association Annual Meeting, Washington DC.

Fogo, B. (November 2017). From Defining Content to Supporting Instruction: A Case for Core Practice Policy. Paper presented at the National Council for Social Studies’ College and University Faculty Assembly, San Francisco, CA.

Fogo, B. & Breakstone, J. (November 2017). Building “Reading Like a Historian” Lessons: Strategies and Design Principles. Presentation delivered at the National Council for Social Studies Annual Conference, San Francisco, CA.

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.