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Selected Publications

Books

Goldenberg, C. (2004). Successful School Change: Creating Settings to Improve Teaching and Learning.

New York: Teachers College Press.

Goldenberg, C. & Coleman, R. (2010). Promoting academic achievement among English learners: A guide to the research.

Thousand Oaks, CA: Corwin Press.

Durgunoglu, A. & Goldenberg, C. (2011). Language and literacy development in bilingual settings.

New York: Guilford.

Selected Articles and Chapters

Gallimore, R. & Goldenberg, C. (1996). Accommodating cultural differences and commonalities in educational practice

Journal of Multicultural Education, 4(1), 16-19.

Goldenberg, C. (1996). Latin American immigration and U.S. schools

Social Policy Reports: Society for Research in Child Development, 10(1).

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). 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. & 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.

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.

Foorman, B. R., Goldenberg, C., Carlson, C., Saunders, W., Pollard-Durodola, S. D. (2004). How teachers allocated time during literacy 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. (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.

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). Involving parents of English learners in their children's schooling

Instructional Leader, 29 (3), 1-2, 11-12

Goldenberg, C. (2006). Improving Achievement for English Learners: What the Research Tells Us

Education Week, July 26, pp. 34-36.

Reese, L, & Goldenberg, C. (2006). Community contexts for literacy development of Latina/o children: Contrasting case studies

Anthropology and Education Quarterly, 37, 42-61.

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.

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.

Goldenberg, C. (2008). Teaching English Language Learners What the Research Does—and Does Not—Say

American Education, (pp 8 - 44). AFT publications and reports.

Reese, L., Thompson, S. & Goldenberg, C. (2008). Variability in community characteristics and Spanish-speaking children's home language and literacy opportunities

Journal of Multilingual & Multicultural Development, 29, 271 - 290.

Gallimore, R., Ermeling, B., Saunders, W., & Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher education implications of school-based inquiry teams

The Elementary School Journal, 109, 537-553.

Saunders, W., Goldenberg, C., & Gallimore, R. (2009). Increasing achievement by focusing grade level teams on improving classroom learning: A prospective, quasi-experimental study of Title I schools

American Educational Research Journal, 46, 1006-1033.

Goldenberg, C. (2010). US education's known unknowns

The Guardian Weekly, April 8, 2010.  

Goldenberg, C. (2010). Reading instruction for English language learners

(Demographic Table) In M. Kamil, P. D. Pearson, E. Moje, & P. Afflerbach (Eds.).  Handbook of Reading Research, Vol. IV. (pp.684-710) (note there 2 pdfs for this one.. the chptr and a table).

Saunders, W. M., & Goldenberg, C. (2010). Research to guide English Language Development instruction

In D. Dolson & L. Burnham-Massey (Eds.) Improving education for English Learners: Research-based approaches.  Sacramento, CA:  CDE Press.

Stokes-Guinan, K. & Goldenberg, C. (2011). Use with caution: What CELDT results can and cannot tell us

The CATESOL Journal, 22, 189-202.

Coleman, R. & Goldenberg, C. (2012). The Common Core challenge: English Language Learners

Principal Leadership, (February) 46-51.

Goldenberg, C. (2012). Research on English Learner instruction

In M. Calderón (Ed.), Breaking Through:  Effective instruction & assessment for reaching English Learners (pp. 39-61).  Bloomington, IN: Solution Tree Press.

Goldenberg, C. & Rutherford Quach, S. (2012). The Arizona home language survey: The under-identification of students for English language services

Language Policy, 11, 21-30.10.1007/s10993-011-9224-5.

Goldenberg, C., Hicks, J., & Lit, I. (2012). Teaching young English Learners

In R. Reutzel (Ed.) Handbook of research-based practice in early childhood education (140-160). Guilford Press.

Goldenberg, C., Nemeth, K., Hicks, J., Zepeda, M., & Cardona, L. (2013). Program elements and teaching practices to support young Dual Language Learners

(pp. 90-118). Sacramento, CA: Governor's State Advisory Council on Early Learning and Care & California Dept. of Education.

Saunders, W., Goldenberg, C., & Marcelletti, D. (2013). English Language Development Guidelines for Instruction

American Educator, 37 (2), 13-25, 38-39.

Branum-Martin, L., Mehta, P., Carlson, C., Francis, D., & Goldenberg, C. (2014). The Nature of Spanish Versus English Language Use at Home

Journal of Education Psychology. Vol. 106, No. 1, 181-199.

Goldenberg, C. Tolar, T., Reese, L., Francis, D., Ray, A., & Mejia-Arauz, R. (2014). How important is teaching phonemic awareness to children learning to read in Spanish?

American Educational Research Journal, 51, 604-633.

Cha, K. & Goldenberg, C. (2015). The Complex Relationship Between Bilingual Home Language Input and Kindergarten Children’s Spanish and English Oral Proficiencies

Journal of Education Psychology. Vol. 107, No. 4, 935–953.

Goldenberg, C. (2015). Congress: Bilingualism Is Not a Handicap.

Education Week Commentary. July 14, 2015.

Goldenberg, C. (2015). What do we know about second language acquisition in instructed settings?

In G. Valdes, K. Menken, & M. Castro (Eds.), Common Core and ELLs/emergent bilinguals: A guide for all educators. Philadelphia: Caslon.

Goldenberg, C. (2015). How might existing language progressions help or hinder ELLs/emergent bilinguals in meeting the demands of the Common Core State Standards? What are some critiques of the ideology and use of language progressions?

In G. Valdes, K. Menken, & M. Castro (Eds.), Common Core and ELLs/emergent bilinguals: A guide for all educators. Philadelphia: Caslon.

Goldenberg, C., & Romeo, K. (2015). ESL vs. EFL learners: The benefits of combining language acqusition and explicit instruction approaches

In Wong, L. & Dubey-Jhaveri, A. (Eds.). English language education in a global world: Practices, issues, and challenges. Hauppauge, NY: Nova Science Publishers.