Chauncey Monte-Sano is associate professor of Educational Studies at the University of Michigan. A former high school history teacher and National Board Certified teacher, she currently prepares novice teachers for the history classroom, works with veteran history teachers through a variety of professional development programs, and works with novice teacher educators. She has won research grants from the Institute of Education Sciences, the Spencer Foundation, the Library of Congress, and the Braitmayer Foundation. She has twice won the American Historical Association’s James Harvey Robinson Prize for the teaching aide that has made the most outstanding contribution to teaching and learning history—Once as part of the team who created the Historical Thinking Matters website (http://historicalthinkingmatters.org) and once for her book with Sam Wineburg and Daisy Martin, Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (Teachers College Press, 2011).
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.
Monte-Sano, C. & Reisman, A. (forthcoming). Studying historical understanding. In L.Corno &
E. Anderman (Eds.), The Handbook of Educational Psychology, 3rd edition. Washington,
D.C.: American Psychological Association.
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., De La Paz, S., & Felton, M. (2015). Teaching Argument Writing and
“Content” in Diverse Middle School History Classrooms. Social Education.
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),
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.