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Co-constructing and negotiating knowledge propositions in social studies discussion: Exploring an SFL-based framework for close analysis of discourse moves
Co-constructing and negotiating knowledge propositions in social studies discussion: Exploring an SFL-based framework for close analysis of discourse moves
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Co-constructing and negotiating knowledge propositions in social studies discussion: Exploring an SFL-based framework for close analysis of discourse moves

Sun, Sida ; Schleppegrell, Mary J. ; Monte-Sano, Chauncey

Linguistics and education, 2024-02, Vol.79, p.101267, Article 101267 [Periódico revisado por pares]

Elsevier Inc

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12
Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years
Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years
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Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years

Monte-Sano, Chauncey ; Budano, Christopher

The Journal of the learning sciences, 2013-04, Vol.22 (2), p.171-211 [Periódico revisado por pares]

Philadelphia: Taylor & Francis Group

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13
Discussion in Diverse Middle School Social Studies Classrooms: Promoting All Students’ Participation in the Disciplinary Work of Inquiry
Discussion in Diverse Middle School Social Studies Classrooms: Promoting All Students’ Participation in the Disciplinary Work of Inquiry
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Discussion in Diverse Middle School Social Studies Classrooms: Promoting All Students’ Participation in the Disciplinary Work of Inquiry

Monte-Sano, Chauncey ; Schleppegrell, Mary ; Sun, Sida ; Wu, Jiaxin ; Kabat, Jeff

Teachers College record (1970), 2021-10, Vol.123 (10), p.142-184 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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14
Historical argument writing: the role of interpretive work, argument type, and classroom instruction
Historical argument writing: the role of interpretive work, argument type, and classroom instruction
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Historical argument writing: the role of interpretive work, argument type, and classroom instruction

Monte-Sano, Chauncey ; Allen, Amina

Reading & writing, 2019-06, Vol.32 (6), p.1383-1410 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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15
Argumentation in History Classrooms: A Key Path to Understanding the Discipline and Preparing Citizens
Argumentation in History Classrooms: A Key Path to Understanding the Discipline and Preparing Citizens
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Argumentation in History Classrooms: A Key Path to Understanding the Discipline and Preparing Citizens

Monte-Sano, Chauncey

Theory into practice, 2016-10, Vol.55 (4), p.311-319 [Periódico revisado por pares]

Columbus: Routledge

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16
Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers' Practices
Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers' Practices
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Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers' Practices

Monte-Sano, Chauncey

American educational research journal, 2008-12, Vol.45 (4), p.1045-1079 [Periódico revisado por pares]

Thousand Oaks, CA: SAGE Publications

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17
"It's Not That Simple": Re-Thinking Historical Writing Tasks Based on Insights from Disciplinary Experts
"It's Not That Simple": Re-Thinking Historical Writing Tasks Based on Insights from Disciplinary Experts
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"It's Not That Simple": Re-Thinking Historical Writing Tasks Based on Insights from Disciplinary Experts

Monte-Sano, Chauncey ; Thomson, Sarah

The History teacher (Long Beach, Calif.), 2022-05, Vol.55 (3), p.391 [Periódico revisado por pares]

Society for History Education

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18
Culturally Sustaining Disciplinary Literacy for Bi/Multilingual Learners: Creating a Translanguaging Social Studies Classroom
Culturally Sustaining Disciplinary Literacy for Bi/Multilingual Learners: Creating a Translanguaging Social Studies Classroom
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Culturally Sustaining Disciplinary Literacy for Bi/Multilingual Learners: Creating a Translanguaging Social Studies Classroom

Hernandez Garcia, Mina ; Schleppegrell, Mary J. ; Monte‐Sano, Chauncey Monte‐Sano, Chauncey

Journal of adolescent & adult literacy, 2021-02, Vol.64 (4), p.449-454 [Periódico revisado por pares]

Hoboken: Blackwell Publishing Ltd

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19
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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20
Expanding Conceptions of Modeling Writing to Leverage Student Voices
Expanding Conceptions of Modeling Writing to Leverage Student Voices
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Expanding Conceptions of Modeling Writing to Leverage Student Voices

Alston, Chandra L. ; Monte‐Sano, Chauncey Monte‐Sano, Chauncey

Journal of adolescent & adult literacy, 2020-07, Vol.64 (1), p.89-93 [Periódico revisado por pares]

Hoboken: Blackwell Publishing Ltd

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