ABSTRACT
In this chapter, the author agrees that the practice-based teacher education model has great potential to increase our attention to the interrelationships of teaching practices and student learning, which is absolutely vital. He concurs that attention to pedagogical content knowledge serves as a useful framework to help think about core practices in history. The author thinks that Brad Fogo is absolutely correct in suggesting that explicit strategy instruction, facilitating historical discussions, organizing and supporting group work, and formative assessment are core practices that have the potential to support student learning for the purposes of disciplinary literacy and inquiry. He argues that high-stakes assessments do more to drive changes in practice, which points to the need for high-quality assessment in history-social studies that can create the "right" stakes and help us measure student learning in meaningful ways and build a case for core practices that contribute to student learning.
