Claude+Goldenberg

**Claude Goldenberg**
submitted by Sarah Breyer




 * Contact Information:[|http://www.csulb.edu/~cgolden/index.html]**

Stanford University School of Education : email cgoldenberg@stanford.edu Center for Language Minority Education and Research: CSU Long Beach - email cgolden@csulb.edu


 * Bio: [|http://www.csulb.edu/~cgolden/biosketch.html]**

Claude Goldenberg, a native of Argentina, is Professor of Education at Stanford University. Prior to his Stanford appointment, Goldenberg was at California State University, Long Beach, where he was in the Department of Teacher Education, Associate Dean of the College of Education, and (since 2005) Executive Director of the Center for Language Minority Education and Research (CLMER). He will remain part time as CLMER director during the 2007-08 school year until his replacement is found.

Goldenberg received his A.B. in history from Princeton University and Ph.D. in 1984 from Graduate School of Education, UCLA. He has taught junior high school in San Antonio, TX, and first grade in a bilingual elementary school in the Los Angeles area.

Goldenberg was a National Academy of Education Spencer Fellow in 1986-88. He won the 1993 Albert J. Harris Award from the International Reading Association for an article (co-authored with Ronald Gallimore), describing how beginning Spanish reading achievement improved at an elementary school where he taught first grade and conducted research on home and school influences on early literacy development. In 2004 he received the Distinguished Faculty Scholarly and Creative Activities Award from California State University, Long Beach.

In 1997, he produced Settings for Change, a video describing a 5-year school improvement project that succeeded in raising literacy achievement in a largely Latino, bilingual elementary school in the Los Angeles area. A book based on this project, Successful School Change: Creating Settings to Improve Teaching a Learning, was published in 2004 by Teachers College Press.

Goldenberg's other publications have appeared in numerous academic and professional journals, and he has been on the editorial boards of Language Arts; The Elementary School Journal; Reading Research Quarterly; American Educational Research Journal; and Literacy, Teaching and Learning. His current projects focus on improving language and literacy achievement among English learners in elementary and middle school (funded by the Institute of Education Sciences, US Dept of Education) and language and literacy development among Mexican children in Mexico (funded by the National Institute of Child Health and Development, US Dept of Health and Human Services).

Goldenberg was on the National Research Council's Committee for the Prevention of Early Reading Difficulties in Young Children and on the National Literacy Panel, which synthesized research on literacy development among language-minority children and youth.


 * Link to video:**

media type="custom" key="858705"[|Analyzing Student Work: Kindergarten]


 * Publications: [|http://www.csulb.edu/~cgolden/resume.html]**


 * Book**

Goldenberg, C. (2004). Successful School Change: Creating Settings to Improve Teaching and Learning. New York: Teachers College Press.


 * Review of Book - Teachers College Press**

Drawing on 15 years of research and teaching in low-income schools, Claude Goldenberg provides a powerful model of school change for those seeking to make reform happen in their school or classroom. With great care and sensitivity, Goldenberg demonstrates the kinds of long-term planning and coordinated effort required to create lasting change. Offering a unique glimpse into the reform process, this very readable account:
 * Focuses on successful reform efforts in an elementary school in the metropolitan Los Angeles area serving a predominantly bilingual, Latino population.
 * Details the partnership between school-based educators and university-based researchers working together over an extended period to improve academic achievement, primarily in language arts.
 * Examines how to create a sustained, coherent, and focused school-wide effort aimed at improving identified student outcomes.
 * Illustrates the everyday dynamics experienced by teachers, administrators, and students, including the many challenges involved in changing norms, belifs, and practices and how those challenges were addressed to improve student learning.
 * Concludes with a revealing but sobering chapter describing what happened after the project officially ended.


 * Selected Articles and Chapters since 1996**

Gallimore, R. & Goldenberg, C. (1996). Accommodating cultural differences and commonalities in educational practice. Journal of Multicultural Education, 4(1), 16-19. Goldenberg, C. (1996). Commentary: The education of language minority children: Where are we and where do we need to go? The Elementary School Journal, 96, 353-361

Goldenberg, C. (1996). Schools, children at risk, and successful interventions. In A. Booth & J. Dunn (Eds.), Family-school links: How do they affect educational outcomes (pp. 115-124). Hillsdale, NJ: Erlbaum.

Goldenberg, C. (1996). Latin American immigration and U.S. schools. Social Policy Reports (Society for Research in Child Development), 10 (1).

Goldenberg, C. & Saunders, W. (1996). Using standards and assessments to promote excellence and equity among diverse students. In R. Blum & J. Arter (Eds.), Who's learning what? A resource guide for student performance assessment in the context of school restructuring (VII-7, 1-4). Alexandria, VA: Association for Supervision and Curriculum Development.

Saunders, W. & Goldenberg, C. (1996). Four primary teachers work to define constructivism and teacher-directed learning: Implications for teacher assessment. The Elementary School Journal, 97, 139-161.

Saunders, W., Patthey-Chavez, G.& Goldenberg, C. (1997). Reflections on the relationship between language, curriculum content and instruction. Language, Culture and Curriculum,10 (1).

Goldenberg, C. (1998). A balanced approach to early Spanish literacy instruction. In R. Gersten & R. Jimenez (Eds.), Promoting learning for culturally and linguistically diverse students: Classroom applications from contemporary research (pp. 3-25). Belmont, CA: Wadsworth.

Reese, L., Gallimore, R. & Goldenberg, C. (1999). Job-required literacy, home literacy environments, and school reading: Early literacy experiences of immigrant Latino children. Selected Papers on Refugee and Immigrant Issues, Vol. 7 (pp. 232-269). American Anthropological Association, Washington, D.C.

Saunders, W. & Goldenberg, C. (1999). The effects of instructional conversations and literature logs on limited and fluent English proficient students' story comprehension and thematic understanding. The Elementary School Journal, 99, 277-301.

Goldenberg, C. (2000). The voices of researchers: Conflict and consensus in reading research and reading policy. The Reading Teacher, 53, 640-641.

Reese, L., Garnier, H., Gallimore, R., & Goldenberg, C. (2000). A longitudinal analysis of the antecedents of emergent Spanish literacy and middle-school English reading achievement of Spanish-speaking students. American Educational Research Association Journal, 37, 633-662.

Gallimore, R. & Goldenberg, C. (2001). Analyzing cultural models and settings to connect minority achievement and school improvement research. Educational Psychologist, 36, 45-56.

Goldenberg, C., Gallimore, R., Reese, L., & Garnier, H. (2001). Cause or Effect? A longitudinal study of immigrant Latino parents' aspirations and expectations and their children's school performance. American Educational Research Association Journal, 38, 547-582.

Saunders, W., Goldenberg, C. (2001). Strenghtening the Transition In Transitional Bilingual Education. In Christian, D. & Genesee, F. (eds.). Bilingual education (pp. 41-56). Alexandria, VA: TESOL.

Saunders, W., O'Brien, G., Hasenstab, K., Marcelletti, D., Saldivar, T., & Goldenberg, C. (2002). Getting the most out of site-based professional development. In P. Schmidt & P. Mosenthal (Eds.). Reconceptualizing literacy in the new age of pluralism and multiculturalism (pp. 289-320). Greenwich, CT: IAP.

Goldenberg, C., (2003). Settings for school improvement. International Journal of Disability, Development and Education, 50, 7-16.

Goldenberg, C., (2004). Literacy for All Children in the Increasingly Diverse Schools of the United States. In N. Unrau and R. Ruddell (Eds.). Theoretical Models and Processes of Reading (5th Ed.). International Reading Association. Adapted from Goldenberg, C. Making schools work for low-income families in the 21st century. In S. Neuman and D. Dickinson (Eds.). Handbook of research in early literacy (pp. 211-231). New York: Guilford.

Foorman, B. R., Goldenberg, C., Carlson, C., Saunders, W., Pollard-Durodola, S. D. (2004). How teachers allocated time during lilteracy instruction in primary-grade bilingual classrooms. In P. McCardle and V. Chhabra (Eds.). The voice of evidence: Bringing research to the classroom. Baltimore, MD: Brookes Publishing Co.

Goldenberg, C., Gallimore, R., Reese, L. (2005). Using Mixed Methods to Explore Latino Children's Literacy Development. In Weisner, T. (Ed.). Discovering Successful Pathways in Children's Development: New Methods in the Study of Childhood and Family Life. Chicago: University of Chicago Press.

Saunders, W. & Goldenberg, C. (2005). The contribution of settings to school improvement and school change: A case study. In C. O'Donnell & L. Yamauchi (Eds.). Culture and context in human behavior change: Theory, research, and applications. New York: Peter Lang.

Goldenberg, C. (2006) Improving Achievement for English Learners: What the Research Tell Us. Education Week, July 26, pp. 34-36 or click here if you are not an edweek.org subscriber

Goldenberg, C. (2006) Involving parents of English learners in their children's schooling. Instructional Leader, 29 (3), 1-2, 11-12

Reese, L., Goldenberg, C., & Saunders, W. (2006) Variations in Reading Achievement among Spanish-Speaking Children in Different Language Programs: Explanations and Confounds. The Elementary School Journal, 106, 362-366. Reese, L, & Goldenberg, C. (2006). Community contexts for literacy development of Latina/o children: Contrasting case studies. Anthropology and Education Quarterly, 37, 42-61.

McDougall, D., Saunders, W.M., and Goldenberg, C. (2007) Inside the black box of school reform: explaining the how and why of change at Getting Results schools. International Journal of Disability, Development and Education, 54, 51-89.

Saunders, W. & Goldenberg, C. (2007). The effects of an instructional conversation on transition students' concepts of friendship and story comprehension. In R. Horowitz (Ed.). The evolution of talk about text: Knowing the world through classroom discourse (pp. 221-252). Newark, DE: International Reading Association.