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Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates
Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates
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Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates

Reisman, Abby ; Kavanagh, Sarah Schneider ; Monte-Sano, Chauncey ; Fogo, Brad ; McGrew, Sarah C. ; Cipparone, Peter ; Simmons, Elizabeth

Journal of teacher education, 2018-05, Vol.69 (3), p.278-293 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge
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Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge

Monte-Sano, Chauncey

Journal of teacher education, 2011-05, Vol.62 (3), p.260-272 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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3
Who is a famous American? Charting historical memory across the generations: for a refreshing change, Mr. Wineburg and Ms. Monte-Sano designed a survey to find out what young people know about history--not to prove what they don't know. And then they administered the same survey to adults. Readers will find the results as fascinating and surprising as the authors did
Who is a famous American? Charting historical memory across the generations: for a refreshing change, Mr. Wineburg and Ms. Monte-Sano designed a survey to find out what young people know about history--not to prove what they don't know. And then they administered the same survey to adults. Readers will find the results as fascinating and surprising as the authors did
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Artigo 		Adicionar ao Meu Espaço

Who is a famous American? Charting historical memory across the generations: for a refreshing change, Mr. Wineburg and Ms. Monte-Sano designed a survey to find out what young people know about history--not to prove what they don't know. And then they administered the same survey to adults. Readers will find the results as fascinating and surprising as the authors did

Wineburg, Sam ; Monte-Sano, Chauncey

Phi Delta Kappan, 2008-05, Vol.89 (9), p.643

Sage Publications, Inc

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4
Build skills by doing history: there's a way for students to achieve the thinking, reading, writing, and history expectations laid out in the Common Core
Build skills by doing history: there's a way for students to achieve the thinking, reading, writing, and history expectations laid out in the Common Core
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Build skills by doing history: there's a way for students to achieve the thinking, reading, writing, and history expectations laid out in the Common Core

Monte-Sano, Chauncey

Phi Delta Kappan, 2012-11, Vol.94 (3), p.62

Phi Delta Kappa, Inc

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5
Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership
Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership
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Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership

Monte-Sano, Chauncey ; De La Paz, Susan ; Felton, Mark ; Piantedosi, Kelly Worland ; Yee, Laura S. ; Carey, Roderick L.

Teacher education quarterly (Claremont, Calif.), 2017-09, Vol.44 (4), p.98-124 [Periódico revisado por pares]

San Francisco: Caddo Gap Press

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6
What Makes a Good History Essay? Assessing Historical Aspects of Argumentative Writing
What Makes a Good History Essay? Assessing Historical Aspects of Argumentative Writing
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What Makes a Good History Essay? Assessing Historical Aspects of Argumentative Writing

Monte-Sano, Chauncey

Social Education, 2012-11, Vol.76 (6), p.294-298

Arlington: National Council for the Social Studies

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7
Teaching Argument Writing and "Content" in Diverse Middle School History Classrooms
Teaching Argument Writing and "Content" in Diverse Middle School History Classrooms
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magazinearticle 		Adicionar ao Meu Espaço

Teaching Argument Writing and "Content" in Diverse Middle School History Classrooms

Monte-Sano, Chauncey ; De La Paz, Susan ; Felton, Mark

Social Education, 2015-09, Vol.79 (4), p.194-199

Arlington: National Council for the Social Studies

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8
Valuing Process Over Product: Using Writing to Teach History in the Undergraduate History Classroom
Valuing Process Over Product: Using Writing to Teach History in the Undergraduate History Classroom
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Valuing Process Over Product: Using Writing to Teach History in the Undergraduate History Classroom

Carter, Genesea M ; Korostyshevsky, David

Teaching history (Emporia, Kan.), 2021-03, Vol.46 (1), p.10-22 [Periódico revisado por pares]

Emporia State University

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9
The Power and Promise of Scaffolded Reading Instruction for Teaching Civic Literacy. A Response to "Supporting Students to Read Complex Texts on Civic Issues: The Role of Scaffolded Reading Instruction in Democratic Education"
The Power and Promise of Scaffolded Reading Instruction for Teaching Civic Literacy. A Response to "Supporting Students to Read Complex Texts on Civic Issues: The Role of Scaffolded Reading Instruction in Democratic Education"
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The Power and Promise of Scaffolded Reading Instruction for Teaching Civic Literacy. A Response to "Supporting Students to Read Complex Texts on Civic Issues: The Role of Scaffolded Reading Instruction in Democratic Education"

McCormick, Melanie M ; Halvorsen, Anne-Lise

Democracy & education, 2021-03, Vol.29 (1) [Periódico revisado por pares]

Lewis & Clark Graduate School of Education and Counseling

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10
A GUIDED INQUIRY INTO A DUBIOUS, PERVASIVE, ALL-AMERICAN ORGANIZATION: THE KU KLUX KLAN
A GUIDED INQUIRY INTO A DUBIOUS, PERVASIVE, ALL-AMERICAN ORGANIZATION: THE KU KLUX KLAN
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A GUIDED INQUIRY INTO A DUBIOUS, PERVASIVE, ALL-AMERICAN ORGANIZATION: THE KU KLUX KLAN

Bickford, John Holden ; Clabough, Jeremiah

Teaching history (Emporia, Kan.), 2020-03, Vol.45 (1), p.1 [Periódico revisado por pares]

Emporia State University

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