GradUATE Students
Current ADVISEES
Logan Eiland
Logan Eiland is a doctoral candidate in Teaching and Teacher Education at the University of Michigan. His research interests revolve around teacher learning and critical and culturally relevant social studies and historical inquiry. Prior to entering the Ph.D. program at U-M, Logan was a high school history and geography teacher in Richmond, Virginia. As a graduate student he currently teaches an elementary social studies methods course and supports research and curriculum development for the Read.Inquire.Write. project.
Sarah Day Dayon
Sarah Day Dayon, Sarah Day or SD, is a Pinay educator and learner who finds herself negotiating the space between reflecting & freedom dreaming. She is currently a PhD student in Educational Studies with a focus on Teaching and Teacher Education at the University of Michigan (where treaty promises to the Council of Three Fires (Ojibwe, Odawa, Potawatomi), were not upheld and continue to remain unmet). Prior to Michigan, she taught high school AP U.S. History and Ethnic Studies on Ramaytush Ohlone land (Daly City, CA). Generally, her research interests include anti-racist and anti-colonial pedagogy, participatory and liberatory methods, social studies education, pinayism/peminism, and K-12 Ethnic Studies curriculum design. Currently, her work centers teachers of Color and how they experience supports for and challenges to sustainability as well as how Black and Filipinx scholars and artists have contributed to learning theory through the concept of miseducation. She is a graduate student research assistant working with the Read.Inquire.Write. Project and is a co-facilitator of Women of Color and the Academy, a graduate student organization committed to centering and elevating the voices, experiences, and research of Black, Indigenous, Latinx, Asian Pacific Islander and Desi American women, femmes, and non-binary folks in the academy. Sarah Day has also worked with several Filipinx community organizations such as Empowering Pilipino Youth through Collaboration (EPYC), the Bulosan Center for Filipino Studies, Filipino American National Historical Society (FANHS), and Pilipino American Unity for Progress (UniPro) - Chicago. She received her M.A. in Teaching Secondary History/Social Studies and B.A. in Ethnic Studies and Biology from Brown University.
Sida Sun
Sida Sun is a current Ph.D. candidate in Literacy, Language and Culture at the University of Michigan. She grew up in Shanxi province in China, and earned her bachelor's degree from Beijing Language and Culture University. Before coming to the U.S. for her graduate studies, Sida was a teacher to Chinese students learning English as a foreign language. Her students came from all over China to Beijing for study, and ranged from middle schoolers to college and graduate students. While at the University of Michigan, Sida worked as a graduate student research assistant on the TRIPSS project (Teaching Reasoning and Inquiry in Social Studies). She also taught a master's level course on educational linguistics and second language development to secondary pre-service teachers across content areas. Sida's dissertation project involves exploring an SFL (Systemic Functional Linguistics) - based approach to classroom discourse analysis in the context of social studies inquiry.
U-M Graduates
Mar Estrada
Mar Estrada completed her PhD in Teaching and Teacher Education in January 2023. Her research interests revolve around the pedagogical content knowledge of social studies teachers as they cover content that is considered high-leverage and relevant across different contexts. Originally from Guadalajara, Mexico, she has taught both teachers and students at different levels--most recently, the fifth grade. She earned her master's degree in Philosophy of Science at the National Autonomous University of Mexico (UNAM). At the Center for Educational Studies (CEE) in Mexico City, she evaluated and supported the Multigrade Learning Program--a project inspired in Colombia’s Escuela Nueva, now implemented in public schools in the state of Puebla, Mexico. She completed her bachelor's degree in Philosophy and Social Sciences at the Western Institute of Technology and Higher Education (ITESO), where she later worked for several years supporting indigenous schools that recruit and train their own community teachers and develop their own curricula.
Rebecca L. D'Angelo
rdangelo@umich.edu
Rebecca L. D'Angelo completed her M.A. in Educational Studies from the University of Michigan in August 2022. While at U-M, Rebecca worked as a graduate student researcher supporting TRIPSS (Teaching Reasoning and Inquiry in Social Studies). She currently works as a Research Associate with TRIPSS, contributing to data analysis, PD design, and curriculum revisions for Read.Inquire.Write. Rebecca's professional interests include supporting teacher's professional development around culturally and race-responsive pedagogies; advancing instruction of LGBTQ+ history topics in K-12 schools; and improving systemic supports for trans*, genderqueer, and non-binary students throughout educational spaces. Prior to her work at U-M, Rebecca taught high school history at an independent school in the greater Boston area and supported high school and university English language instruction as a Fulbright English Teaching Assistant in Norway. She holds a B.A. in History and Anthropology and a certificate in Creative Writing from the University of Connecticut.
Christine Quince
Christine Quince completed her Ph.D. in Teaching and Teacher Education in August 2022. Her research interests include the pedagogies of teacher education programs and the preparation of more inclusive and equity-driven teachers. In the U-M elementary teacher education course, she taught an undergraduate teacher education course entitled, “Managing to Teach." A native of Detroit, Christine's work experience includes teaching fourth grade for several years, teaching an after-school program for gifted and talented students, and working as her school’s Co-chair for the School Improvement Team. Christine earned her Master's in Educational Studies in Teaching and Learning and her Bachelor’s degree in Elementary Education from the University of Michigan.
Katie Revelle
Katie Revelle completed her Ph.D. in May 2020, in Literacy, Language, and Culture. She is a former elementary school teacher. At U-M, she taught undergraduate and master’s level methods courses in elementary literacy and social studies and served as a field instructor to preservice teachers. She also worked as a graduate student liaison at the Edward Ginsberg Center for Community Service and Learning helping the academic partnership team research and develop consultation materials. In her research, Katie explores how to support elementary school teachers’ integration of literacy and social studies instruction in ways that provide equitable and engaging learning opportunities to all students. Katie earned her B. A. in Psychology and Elementary Education and her teaching certification from Middlebury College and her M. S. Ed. in Reading, Writing, and Literacy and her reading specialist certification from the University of Pennsylvania.
Ryan Hughes
Ryan Hughes completed his Ph.D. in Teaching and Teacher Education in 2019. While at U-M, he taught undergraduate and master’s level methods courses in elementary social studies. He is currently an assistant professor at the University of North Carolina at Greensboro.
Peter Cipparone
Peter Cipparone completed his Ph.D. in Teaching and Teacher Education in 2018. His research focuses on whole-class discussion in elementary schools across multiple subject areas, for the purposes of subject matter learning, sustaining democracy, and redistributing power in the classroom. Peter worked with Dr. Monte-Sano as a member of the Core Practice Consortium and as a consultant to a TeachingWorks initiative to support teacher educators focused on practice-based teacher education. Before starting at the University of Michigan, Peter taught 4th grade in NYC Public Schools for four years, and in Spain on a Fulbright Teaching Assistantship for one year. Peter earned his M.Ed. from the Shady Hill School Teacher Training Course and his B.A. in Anthropology and Educational Studies from Brown University.
Sarah Thomson
Sarah Thomson completed an MA degree at the University of Michigan School of Education. She is a former middle school social studies teacher. At U-M, she taught undergraduate and master’s level methods courses in elementary and secondary social studies, supervised student teachers, and helped implement professional development. Sarah worked closely with Dr. Monte-Sano to learn about historians’ writing practices and develop curriculum materials that support English Learners and low-achieving readers learning to write from primary sources. She also serves on the Education Advisory Committee for the Digital Public Library of America. Sarah’s own research explored how middle school students work with different text genres to construct narratives and arguments about traumatic histories. Sarah earned her M.Ed. and teaching certification from the University of Maryland, and her B.A. (Summa Cum Laude) in International Studies from the University of North Carolina at Chapel Hill.
Jared Aumen, Ph.D.
Jared Aumen completed his Ph.D. in Teaching and Teacher Education in 2017. His dissertation explored a professional development program focused on disciplinary literacy. While at U-M, he taught undergraduate and master’s level methods courses in elementary and secondary social studies. With Dr. Monte-Sano, Jared has worked on numerous projects including co-authoring an online professional development course focused on disciplinary literacy in history on Annenberg Learner. In addition, Jared has worked for the Institute for Student Achievement as a social studies instructional coach in high schools in Detroit. He has also provided professional development within various intermediate school districts in Michigan. Jared is a former middle school and high school social studies teacher and has obtained his Michigan School Administrator Certificate. He holds an M.A. in Secondary Education and B.A. in International Relations.
Anne Bordonaro, Ph.D.
Anne Bordonaro completed her Ph.D. in Teaching and Teacher Education in 2016. Her mixed-methods dissertation explored the teaching and learning of history in an integrated Arab-Jewish school in Jerusalem, Israel where Zionist and Palestinian narratives of national history are taught side-by-side to all students. While at U-M, she taught undergraduate and master’s level methods courses in elementary and secondary social studies. With Dr. Monte-Sano, Anne has worked on numerous projects including co-authoring two papers on factors influencing novices’ “uptake” of disciplinary teaching practices. Prior to coming to Michigan, Anne was an administrator with the Vermont Agency of Education and a research associate in the Carnegie Corporation of New York’s education program. She began her career as a high school social studies teacher in Brooklyn, NY, which is where she first became concerned with fostering students’ abilities to respectfully discuss political differences in diverse classrooms. She earned her M.A. in political science from the City University of New York Graduate Center and her B.A. (with honors) in political science from Grinnell College.
© Monte-Sano, 2023