Claude Goldenberg

Professor at Stanford University’s Graduate School of Education

Guest

Claude Goldenberg's areas of research and professional interest center on promoting academic achievement among language minority children and youth. A native of Argentina, Goldenberg is currently Professor of Education and Chair of Curriculum Studies and Teacher Education (CTE) at the Stanford University Graduate School of Education. He was previously at California State University, Long Beach, where he was Professor of Teacher Education, Associate Dean of the College of Education, and Executive Director of the Center for Language Minority Education and Research (CLMER).

Goldenberg received his A.B. in history from Princeton University and M.A. and Ph.D. 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 received the 1993 Albert J. Harris Award (along with Ronald Gallimore) from the International Reading Association for an article 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 raised 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. Research stemming from the project (in collaboration with Bill Saunders, Ronald Gallimore, and Brad Ermeling) won the 2010 Best Research Award from Learning Forward.

Goldenberg's most recent books are Promoting Academic Achievement among English Learners: A Guide to the Research, co-authored with Rhoda Coleman (Corwin, 2010) and Language and Literacy Development in Bilingual Settings, co-editing with Aydin Durgunoglu (Guilford, 2010). His other publications have appeared in 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 literacy achievement among English learners in elementary and middle school and promoting early literacy development in Rwanda.

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

Claude Goldenberg on KCRW

There are some 1.5 million students in California elementary and secondary schools who don’t speak, read, write or understand English.

Leaving Non-English Speaking Students Behind

There are some 1.5 million students in California elementary and secondary schools who don’t speak, read, write or understand English.

from Press Play with Madeleine Brand

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