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

By Chauncey Monte-Sano. 2008

142 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7e07b5298160402c6bc8a8482c6057a047c31c49

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Citations in the corpus

Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years (2013, background): “Similarly, Monte-Sano (2008, 2011a) reported on the work of two experienced teachers whose design of classroom activities and assignments represented the interpretive, evidentiary nature of history.”
Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests (2013, background): “Newmann and colleagues (2007) created three scales for assessing AIW: instruction, assessment tasks, and student work.”
Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation (2011, background): “In previous work (Monte-Sano, 2008), I found that a combination of explicit instruction with guided and independent practice in reading historically and evidencebased writing coincided with improvements in students’ argumentative essays.”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “The team also reviewed reports on the kinds of instructional situations that are associated with improvements in adolescents’ evidence-based thinking and writing (e.g., De La Paz, 2005; Greene, 1994; Hynd, Holschuh, & Hubbard, 2004; Levstik & Barton, 2005; Monte-Sano, 2008; Monte-Sano & De La Paz, 2”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, background): “…historical arguments, students draw on source evidence indiscriminately (Britt & Aglinskas, 2002; Perfetti, Britt, & Georgi, 1995), often responding to requests to create arguments by first figuring out what they want to say, then using the documents to support their standpoint (Monte-Sano, 2008).”
Disciplinary Literacy in History: An Exploration of the Historical Nature of Adolescents' Writing (2010, methodology): “…taught to think and write historically, regularly analyze multiple historical texts with opportunities to construct historical interpretations, and interact with one another through discussion or group work (De La Paz, 2005; Monte-Sano, 2008, in press; Wiley & Voss, 1999; Young & Leinhardt, 1998).”
Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning (2014, background): “Although there has been some attention to these ideas in high school and college history classrooms (Monte-Sano, 2008; Nokes, Dole, & Hacker, 2007; Reisman, 2012b; Stahl, Hynd, Britton, McNish, & Bosquet, 1996; Wiley & Voss, 1999; Young & Leinhardt, 1998), we have found minimal attention to middle s”