Professional Biography

Dr. Abby Reisman is an Assistant Professor of Teacher Education in the Teaching, Learning, and Leadership Division. Prior to her arrival at Penn GSE, Dr. Reisman was a visiting professor at Teachers College-Columbia University, and a researcher at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA. She received her Ph.D. from Stanford University, where she directed the “Reading Like a Historian” Project in San Francisco, the first extended history curriculum intervention in urban high schools. Dr. Reisman’s 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. She began her career in education as a classroom teacher in a small, progressive high school in New York City. Her work has appeared in Cognition and Instruction (2012), Journal of Curriculum Studies (2012), and Teachers College Record (2015). 

Dr. Reisman was also awarded the 2015 NAEd/Spencer Postdoctoral Fellowship.

Research Interests and Current Projects


Ph.D. (Curriculum & Teacher Education) Stanford University, 2011

M.A. (History) Stanford University, 2007

B.A. (History) Brown University, 1996

Areas of Expertise

Teaching and learning in history classrooms 
Teacher education and professional development 
Adolescent literacy

Selected Publications

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

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. (2008). Teaching the skill of contextualizing in history. The Social Studies, 99(5), 202–207.