Chauncey B. Monte-Sano
Chauncey Monte-Sano’s scholarship centers on the teaching and learning of historical writing. She examines how adolescents learn to write reasoned historical arguments, develops history curriculum that supports students’ writing, and studies how teachers learn to teach historical thinking, reading, and writing. She was the recipient of the 2011 American Educational Association Division K Early Career Award and the 2007 Larry Metcalf Dissertation Award from the National Council of the Social Studies. She earned her PhD at Stanford University, where she was a founding member of the Stanford History Education Group and was part of the team that created the award-winning website, Historical Thinking Matters.
Monte-Sano is a former high school history teacher and National Board Certified teacher. Her current teaching emphasizes preservice teacher education and professional development. She prepares novices for teaching history as inquiry and collaborates with veteran history teachers as they work to integrate literacy instruction and historical thinking into their classrooms via instruction and assessment. She has worked with teachers at individual schools and large school districts through a variety of projects in urban and suburban settings across the country.
Monte-Sano, C. & Budano, C. (2013). Developing and enacting pedagogical Content knowledge for teaching history: An exploration of two novice teachers’ growth over three years. The Journal of the Learning Sciences, 22 (2), 171-211.
Monte-Sano, C. (2012). What makes a good history essay? Assessing historical aspects of argumentative writing. Social Education, 76 (6), 294-298.
Monte-Sano, C. (2012). Build skills by doing history. Phi Delta Kappan, 94 (3), 62-65.
Monte-Sano, C. & Harris, K. (2012). Recitation and reasoning in novice history teachers’ writing instruction. The Elementary School Journal, 113 (1), 105-130.
Monte-Sano, C. (2012). Toward disciplinary writing in history: Preparing the next generation. Perspectives on History, 50 (5). Available at: www.historians.org/perspectives/issues/2012/1205/
Wineburg, S., Martin, D., & Monte-Sano, C. (2011). Reading like a historian: Teaching literacy in middle and high school classrooms. New York: Teachers College Press.
Monte-Sano, C. (2011). Learning to open up history for students: Preservice teachers’ emerging pedagogical content knowledge. Journal of Teacher Education, 62 (3), 260-272.
Monte-Sano, C. (2011). Beyond reading comprehension and summary: Learning to read and write by focusing on evidence, perspective, and interpretation. Curriculum Inquiry, 41 (2), 212-249.
Monte-Sano, C. (2010). Disciplinary literacy in history: An exploration of the historical nature of adolescents’ writing. The Journal of the Learning Sciences, 19 (4), 539-568.
Monte-Sano, C. (2008). Qualities of effective writing instruction in history classrooms: A cross-case comparison of two teachers’ practices. American Educational Research Journal, 45 (4), 1045-1079.
|9/1/2013 - ongoing||Constructing Genre-Specific Writing Tasks and Identifying K-16 Learning Progressions in Historical Writing
Granting Agency: Spencer Foundation
Courses & Syllabi
|Term||Catalogue Course Description||Syllabus|
|Winter 2014||EDUC 737. Topics in Educational Studies||EDUC 737. Research on Social Studies Teaching and Learning
Last edited by Elena Godin on Fri, April 11, 2014 - 2:09:29