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.
Primary Audience: Researchers
Monte-Sano, C., De La Paz, S., Felton, M. (2014). Implementing a disciplinary-literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms. Journal of Curriculum Studies, 46(4), 540-575.
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. & Harris, K. (2012). Recitation and reasoning in novice history teachers’ writing instruction. The Elementary School Journal, 113(1), 105-130.
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.
Primary Audience: Teachers
Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Reading, thinking, and writing about history: Teaching argument writing to diverse learners in the age of the Common Core, 6-12. New York: Teachers College Press.
Monte-Sano, C. & Miles, D. (2014). Toward disciplinary reading and writing in history. In Smagorinsky, P. & Flanagan, J. (Eds.), Teaching dilemmas and solutions in content-area literacy, Grades 6-12. Thousand Oaks, CA: Corwin Press.
Monte-Sano, C. (2012). Build skills by doing history. Phi Delta Kappan, 94(3), 62-65.
Monte-Sano, C. (2012). What makes a good history essay? Assessing historical aspects of argumentative writing. Social Education, 76(6), 294-298.
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.
|9/1/2013 - 8/31/2014||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
|Fall 2014||EDUC 431. Teaching of Social Studies in the Elementary School||EDUC 431. Teaching Social Studies in Elementary School