Brad Fogo
Biographic Data
| ID | 1605946 |
|---|---|
| NAME | Brad Fogo |
| GIVEN NAMES | Brad |
| FAMILY NAME | Fogo |
| SIGNATURE | FOGO B |
| AFFILIATIONS | San Francisco State University |
| ORCID | 0000-0002-8288-8992 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 58 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 5 |
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers' Responsiveness to Students' Ideas
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements
Teacher candidates can facilitate text-based discussion when prepared.•Instructional scaffolds can assist candidates in facilitating discussion.•Assignments, questioning sequences, and prepared materials can support enactment.•Candidates still struggle to connect discussion to lesson's learning goal
Teaching content in practice: Investigating rehearsals of social studies discussions
Despite evidence of its benefits, discussion remains rare in history/social science classrooms. To address this problem, communities of teacher educators (TEs) have begun supporting novices to approximate discussion facilitation. Some scholars are concerned that this turn to practice will come at the cost of content preparation. Focusing specifically on rehearsals of discussion facilitation in three history/social science methods courses, our ana…
Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates
Both the Common Core Standards for Literacy and the College, Career, and Civic Life Framework for Social Studies State Standards underscore the importance of classroom discussion for the development of high-level literacy and subject-matter knowledge. Yet, discussion remains stubbornly absent in social studies classrooms, which tend toward rote memorization and textbook work. In this article, we discuss our efforts to design practice-based method…
Contributions of educative document-based curricular materials to quality of historical instruction
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers' Responsiveness to Students' Ideas
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates
Both the Common Core Standards for Literacy and the College, Career, and Civic Life Framework for Social Studies State Standards underscore the importance of classroom discussion for the development of high-level literacy and subject-matter knowledge. Yet, discussion remains stubbornly absent in social studies classrooms, which tend toward rote memorization and textbook work. In this article, we discuss our efforts to design practice-based method…
Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements
Teacher candidates can facilitate text-based discussion when prepared.•Instructional scaffolds can assist candidates in facilitating discussion.•Assignments, questioning sequences, and prepared materials can support enactment.•Candidates still struggle to connect discussion to lesson's learning goal
Teaching content in practice: Investigating rehearsals of social studies discussions
Despite evidence of its benefits, discussion remains rare in history/social science classrooms. To address this problem, communities of teacher educators (TEs) have begun supporting novices to approximate discussion facilitation. Some scholars are concerned that this turn to practice will come at the cost of content preparation. Focusing specifically on rehearsals of discussion facilitation in three history/social science methods courses, our ana…
Contributions of educative document-based curricular materials to quality of historical instruction
Contributions of educative document-based curricular materials to quality of historical instruction
Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates
Both the Common Core Standards for Literacy and the College, Career, and Civic Life Framework for Social Studies State Standards underscore the importance of classroom discussion for the development of high-level literacy and subject-matter knowledge. Yet, discussion remains stubbornly absent in social studies classrooms, which tend toward rote memorization and textbook work. In this article, we discuss our efforts to design practice-based method…
Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements
Teacher candidates can facilitate text-based discussion when prepared.•Instructional scaffolds can assist candidates in facilitating discussion.•Assignments, questioning sequences, and prepared materials can support enactment.•Candidates still struggle to connect discussion to lesson's learning goal
Teaching content in practice: Investigating rehearsals of social studies discussions
Despite evidence of its benefits, discussion remains rare in history/social science classrooms. To address this problem, communities of teacher educators (TEs) have begun supporting novices to approximate discussion facilitation. Some scholars are concerned that this turn to practice will come at the cost of content preparation. Focusing specifically on rehearsals of discussion facilitation in three history/social science methods courses, our ana…
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers' Responsiveness to Students' Ideas
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Educator Training and Historical Pedagogy (4 works) · Sociology (4 works) · Innovative Teaching Methodologies in Social Sciences (3 works) · Teacher education (3 works) · Computer Science (2 works) · Educational Assessment and Pedagogy (2 works) · Political science (2 works)