Chauncey Monte-Sano (PhD ’06) has won the Early Career Award from the American Educational Research Association, Division K (Teaching and Teacher Education) for her research on historical thinking, reading, and writing.
The Early Career Award recognizes a scholar who has conducted a distinguished program of research in the areas of teachers, teaching, and/or teacher education in the first decade of their career following receipt of their doctoral degree. The decision to honor Monte-Sano was based on the quality, impact, and potential of her work to make a difference for students and teachers.
A graduate of Stanford’s PhD program in History Education, Monte-Sano examines how adolescents learn to write reasoned historical arguments, develops curriculum that supports students’ writing, and studies how history teachers learn to teach historical thinking, reading, and writing. As the award selection describes, “This work, which is situated in high poverty schools, elegantly integrates a focus on student learning and teaching and teacher learning, providing the field with a solid body of evidence of how skillful teaching can provide all students access to both academic literacies and democratic participation.”
“In a very short time, Professor Monte-Sano has distinguished herself as one of the top two or three researchers in history education,” said Sam Wineburg, Monte-Sano’s dissertation supervisor and the Margaret Jacks Professor of Education and (by courtesy) of History at Stanford. “She has carved out a crucial area of research that is hers alone: the teaching and learning of historical writing.”
Monte-Sano prepares new history teachers as an assistant professor at the College of Education at the University of Maryland. With fellow alum Daisy Martin (PhD ’05) and Professor Wineburg, 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. Her scholarship has appeared in the Journal of American History, the American Educational Research Journal, Theory and Research in Social Education, Phi Delta Kappan, Journal of Learning Sciences, and Curriculum Inquiry.
She will receive the award at the American Educational Research Association’s annual meeting in April in New Orleans.
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