| Reading like a historian: Teaching literacy in middle and high school history classrooms SS Wineburg, D Martin, C Monte-Sano Teachers College Press, 2012 | 585 | 2012 |
| Disciplinary literacy in history: An exploration of the historical nature of adolescents' writing C Monte-Sano The Journal of the Learning Sciences 19 (4), 539-568, 2010 | 290 | 2010 |
| Beyond reading comprehension and summary: Learning to read and write in history by focusing on evidence, perspective, and interpretation C Monte-Sano Curriculum Inquiry 41 (2), 212-249, 2011 | 285 | 2011 |
| Using writing tasks to elicit adolescents’ historical reasoning C Monte-Sano, S De La Paz Journal of Literacy Research 44 (3), 273-299, 2012 | 244 | 2012 |
| Qualities of historical writing instruction: A comparative case study of two teachers’ practices C Monte-Sano American Educational Research Journal 45 (4), 1045-1079, 2008 | 210 | 2008 |
| A historical writing apprenticeship for adolescents: Integrating disciplinary learning with cognitive strategies S De La Paz, C Monte‐Sano, M Felton, R Croninger, C Jackson, ... Reading Research Quarterly 52 (1), 31-52, 2017 | 198 | 2017 |
| Developing historical reading and writing with adolescent readers: Effects on student learning S De La Paz, M Felton, C Monte-Sano, R Croninger, C Jackson, ... Theory & Research in Social Education 42 (2), 228-274, 2014 | 180 | 2014 |
| Learning to open up history for students: Preservice teachers’ emerging pedagogical content knowledge C Monte-Sano Journal of Teacher Education 62 (3), 260-272, 2011 | 164 | 2011 |
| Developing and enacting pedagogical content knowledge for teaching history: An exploration of two novice teachers' growth over three years C Monte-Sano, C Budano Journal of the Learning Sciences 22 (2), 171-211, 2013 | 156 | 2013 |
| Implementing a disciplinary-literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms C Monte-Sano, S De La Paz, M Felton Journal of curriculum studies 46 (4), 540-575, 2014 | 151 | 2014 |
| Reading, thinking, and writing about history: Teaching argument writing to diverse learners in the Common Core classroom, grades 6-12 C Monte-Sano, S De La Paz, M Felton Teachers College Press, 2014 | 148 | 2014 |
| “Famous Americans”: The changing pantheon of American heroes S Wineburg, C Monte-Sano Journal of American History 94 (4), 1186-1202, 2008 | 136 | 2008 |
| Facilitating whole-class discussions in history: A framework for preparing teacher candidates A Reisman, SS Kavanagh, C Monte-Sano, B Fogo, SC McGrew, ... Journal of Teacher Education 69 (3), 278-293, 2018 | 107 | 2018 |
| Evaluating American history teachers' professional development: Effects on student learning SD La Paz, N Malkus, C Monte-Sano, E Montanaro Theory & Research in Social Education 39 (4), 494-540, 2011 | 85 | 2011 |
| Attention to learners, subject, or teaching: What takes precedence as preservice candidates learn to teach historical thinking and reading? C Monte-Sano, M Cochran Theory & Research in Social Education 37 (1), 101-135, 2009 | 72 | 2009 |
| What makes a good history essay? Assessing historical aspects of argumentative writing C Monte-Sano Social Education 76 (6), 294-298, 2012 | 69 | 2012 |
| Studying historical understanding C Monte-Sano, A Reisman Handbook of educational psychology, 295-308, 2015 | 65 | 2015 |
| Argumentation in history classrooms: A key path to understanding the discipline and preparing citizens C Monte-Sano Theory into practice 55 (4), 311-319, 2016 | 63 | 2016 |
| Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements A Reisman, P Cipparone, L Jay, C Monte-Sano, SS Kavanagh, S McGrew, ... Teaching and teacher education 80, 145, 2019 | 48 | 2019 |
| The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history K Swan, KC Barton, S Buckles, F Burke, J Charkins, SG Grant, ... | 47 | 2013 |
Susan De La PazProfessor of Special Education, University of Maryland在 umd.edu 的电子邮件经过验证
