Chauncey Monte-Sano, Ph.D. is a professor of Educational Studies at the University of Michigan. Her scholarship centers on supporting disciplinary practices in history/social science classrooms with a focus on teaching history as inquiry. Much of this work examines how adolescents learn to write reasoned historical arguments from evidence and how such instruction can be a tool to challenge inequities in students’ literacy outcomes. She works to develop social studies curriculum to support all students' disciplinary thinking, reading, and writing and researches how teachers—both novices and veterans—learn to take up this instructional approach. She has won research grants from the McDonnell Foundation, the Institute of Education Sciences, the Spencer Foundation, the Braitmayer Foundation, and the Library of Congress Teaching with Primary Sources program, among others, to support this work.
Monte-Sano's most recent curriculum development project supports students and teachers in social studies inquiry with sources and argument writing across 6th, 7th, and 8th grades. Research-tested curriculum materials, videos of teacher practice, and samples of student writing are freely available at Read.Inquire.Write. Monte-Sano is also currently developing a professional development model for social studies teachers working on supporting students' inquiry with sources and argument writing about historical and social issues (the Teaching Reasoning and Inquiry Project in Social Studies, or TRIPSS).
Monte-Sano earned her Ph.D. at Stanford University and her B.A. and teacher certification from Yale University. She began her teaching career as a high school history teacher and was awarded National Board Certification. While at Stanford, she was a founding member of the Stanford History Education Group. Her dissertation won the 2007 Larry Metcalf Award from the National Council of the Social Studies. In 2011, she was awarded the Early Career Award from Division K (Teaching and Teacher Education) of the American Educational Research Association. 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.
Monte-Sano writes widely about the teaching and learning of disciplinary practices in history/social science classrooms. She is co-author of the books Reading, Thinking, and Writing about History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12 (Teachers College Press, 2014) and Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (Teachers College Press, 2011). Her scholarship has appeared in journals such as the American Educational Research Journal, Curriculum Inquiry, Journal of Curriculum Studies, Elementary School Journal, Journal of the Learning Sciences, Reading and Research Quarterly, Journal of Teacher Education, Theory and Research in Social Education.
At the University of Michigan, she teaches preservice and doctoral-level courses. She advises graduate students in Teaching and Learning (M.A.) and Teaching and Teacher Education (Ph.D.). She consults regularly with teachers, teacher education programs, and school districts in a variety of settings.
Teaching Social Studies in PK-6
This course focuses on how to teach civic engagement, four major disciplines of social studies, and the early childhood foundations for these understandings. This course emphasizes four core teaching practices to support inquiry, investigation, and discourse: eliciting and interpreting student thinking, setting up and managing small group work, leading discussions, and explaining and modeling content/practices/strategies. This course foregrounds pedagogy and extends interns’ learning about the subject they teach through assignments grounded in interns’ field placements.
Topics in Educational Studies
Prerequisites: Graduate standing.
Research on Teaching
History of research on teaching; process-product research, studies of instructional decision making and teacher thinking and approaches to the study of instructional practice and the factors that influence it; research on effects, tools and measures of instruction.
"Bridging reading and writing: Using historians’ writing processes as clues to support students."
Monte-Sano, C. (2017). In G. Andrews and Y. Wangdi (Eds.) The role of agency and memory in historical understanding: Revolution, reform, and rebellion. Cambridge Scholars Publishing.
"A historical writing apprenticeship for adolescents: Integrating disciplinary learning with cognitive strategies."
De La Paz, S., Monte-Sano, C., Felton, M., Croninger, R., & Jackson, C. (2017). Reading Research Quarterly, 52(1), 31-52.
"Argumentation in history classrooms: A key path to understanding the discipline and preparing citizens."
Monte-Sano, C. (2016). Theory into Practice, 55(4), 311-319.
"Studying historical understanding."
Monte-Sano, C. & Reisman, A. (2016). In L. Corno & E. Anderman (Eds.) The Handbook of Educational Psychology, 3rd edition. Washington, D.C.: American Psychological Association.
"Implementing a disciplinary-literacy curriculum for U.S. history: Learning from expert middle school teachers in diverse classrooms."
Monte-Sano, C., De La Paz, S., Felton, M. (2014). Journal of Curriculum Studies, 46(4), 540-575.
Teaching argument writing and “content” in diverse middle school history classrooms.”
Monte-Sano, C., De La Paz, S., & Felton, M. (2015). Social Education, 79(4), 194-199.
"Reading, thinking, and writing about history: Teaching argument writing to diverse learners in the age of the Common Core"
Monte-Sano, C., De La Paz, S., & Felton, M. (2014). 6-12. New York: Teachers College Press.
"Build skills by doing history."
Monte-Sano, C. (2012). Phi Delta Kappan, 94(3), 62-65.
"What makes a good history essay? Assessing historical aspects of argumentative writing."
Monte-Sano, C. (2012). Social Education, 76(6), 294-298.
"Reading like a historian: Teaching literacy in middle and high school classrooms."
Wineburg, S., Martin, D., & Monte-Sano, C. (2011). New York: Teachers College Press.