Academic Appointments

  • Emeritus Faculty, Acad Council, Graduate School of Education

Boards, Advisory Committees, Professional Organizations

  • Nomellini & Olivier Professor of Education, emeritus, Stanford University, Graduate School of Education (2018 - Present)
  • Nomellini & Olivier Professor of Education, Stanford University, Graduate School of Education (2015 - 2018)
  • Chair, Curriculum & Teacher Education (CTE), Stanford University, Graduate School of Education (2008 - 2015)
  • Professor, Stanford University, Graduate School of Education (2007 - 2018)
  • Executive Director, Center for Language Minority Education and Research, College of Education, California State University, Long Beach (2005 - 2008)
  • Associate Dean, College of Education, California State University, Long Beach (2001 - 2007)
  • Professor, Department of Teacher Education, California State University, Long Beach (1998 - 2005)
  • Research Psychologist, Department of Psychiatry and Biobehavioral Sciences, UCLA (1996 - 2006)
  • Associate Professor, Department of Teacher Education, California State University, Long Beach (1994 - 1998)
  • Associate Research Psychologist, Department of Psychiatry and Biobehavioral Sciences, UCLA (1992 - 1996)
  • Assistant Research Psychologist, Department of Psychiatry and Biobehavioral Sciences, UCLA (1988 - 1992)
  • 1st-grade teacher, Lennox School District, Lennox, CA (1985 - 1988)
  • 7th- and 8th-grade reading and history teacher, Edgewood Independent School District, San Antonio, TX (1977 - 1979)

Professional Education

  • Ph.D., UCLA Graduate School of Education, Early Childhood and Developmental Studies (1984)
  • M.A., UCLA Graduate School of Education, Early Childhood and Developmental Studies (1982)
  • A.B., Princeton University, History (1977)

Contact

  • Academic
    cgoldenberg@stanford.edu
    University - Emeritus faculty Department: Graduate School of Education Position: Emeritus Faculty, Acad Council
    • School of Education
    • Stanford,  California  94305 

Additional Info

  • Mail Code: 3096

Links

Research Interests

  • Curriculum and Instruction
  • Literacy and Language
  • Teachers and Teaching

Projects

  • Reclassifying and Not Reclassifying English Learners as Fluent English Proficient: Access and Achievement, Institute of Education Sciences (2011 - 2015)

    Location

    United States

    Collaborators

    • P. Estrada, ., .
    • Claude Goldenberg, Nomellini-Olivier Professor of Education, Emeritus, Stanford Graduate School of Education
    • P. Shields, ., .
  • Literacy Boost in Rwanda: Research Design, Monitoring, and Evaluation, Save the Children (2013 - 2017)

    Location

    Rwanda

    Collaborators

    • Claude Goldenberg, Nomellini-Olivier Professor of Education, Emeritus, Stanford Graduate School of Education
  • Measuring implementation and quality of EL programs, Stanford University Graduate School of Education (2014 - 2015)

    Incentive Fund for Projects in San Francisco Unified School District, “Measuring implementation and quality of EL programs.”

    Location

    United States

    Collaborators

    • Claude Goldenberg, Nomellini-Olivier Professor of Education, Emeritus, Stanford Graduate School of Education
    • sean reardon, Stanford Graduate School of Education
  • Refining a Model with Tools to Develop Math Professional Development Leaders: An Implementation Study, National Science Foundation (2015 - 2018)

    Location

    United States

    Collaborators

    • Hilda Borko, Stanford Graduate School of Education
    • Janet Carlson, Associate Professor (Research) of Education, Stanford Graduate School of Education
    • Claude Goldenberg, Nomellini-Olivier Professor of Education, Emeritus, Stanford Graduate School of Education

2023-24 Courses

All Publications

  • A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to "… What we Truly Know about the Teaching of Reading" READING TEACHER Goldenberg, C. 2024

    View details for DOI 10.1002/trtr.2295

    View details for Web of Science ID 001183589100001

  • The Literacy Ecology of the Home The Case of Rural Rwanda GLOBAL VARIATION IN LITERACY DEVELOPMENT Friedlander, E., Goldenberg, C., Verhoeven, L., Nag, S., Perfetti, C., Pugh, K. 2024: 402-424

    View details for Web of Science ID 001084577000018

  • Lessons Learned? Reading Wars, Reading First, and a Way Forward READING TEACHER Goldberg, M., Goldenberg, C. 2022

    View details for DOI 10.1002/trtr.2079

    View details for Web of Science ID 000753357800001

  • Reading Wars, Reading Science, and English Learners READING RESEARCH QUARTERLY Goldenberg, C. 2020; 55: S131–S144

    View details for DOI 10.1002/rrq.340

    View details for Web of Science ID 000569472700011

  • Advancing educational quality in Rwanda: Improving teachers' literacy pedagogy and print environments INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH Johnson, A., Galloway, C., Friedlander, E., Goldenberg, C. 2019; 98: 134–45

    View details for DOI 10.1016/j.ijer.2019.08.016

    View details for Web of Science ID 000501617400012

  • Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners. International journal of speech-language pathology Rojas, R., Iglesias, A., Bunta, F., Goldstein, B., Goldenberg, C., Reese, L. 2016; 18 (2): 166-77

    Abstract

    The primary objective of this study was to investigate the relationship between language use with different interlocutors, maternal education level and the expressive language skills of US English learners (ELs) in Spanish and English.Two hundred and twenty-four Spanish-speaking ELs in kindergarten provided narrative language samples in Spanish and English. Parents completed a questionnaire of maternal education level and language use with parents, older siblings and peers.Multiple linear regression analyses demonstrated that language used with different interlocutors and maternal education level had unique effects on participants' expressive language skills. ELs' expressive language skills in English were predicted by interactions with older siblings, peers and maternal education level; Spanish expressive language skills were predicted by interactions with older siblings.The findings from this study suggest that the determination of language experience of school-age bilingual children should examine differential language use with multiple interlocutors, particularly interactions with older siblings and peers.

    View details for DOI 10.3109/17549507.2015.1081290

    View details for PubMedID 27172851

  • Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY Rojas, R., Iglesias, A., Bunta, F., Goldstein, B., Goldenberg, C., Reese, L. 2016; 18 (2): 166-177

    View details for DOI 10.3109/17549507.2015.1081290

    View details for Web of Science ID 000371033300007

  • The Complex Relationship Between Bilingual Home Language Input and Kindergarten Children's Spanish and English Oral Proficiencies JOURNAL OF EDUCATIONAL PSYCHOLOGY Cha, K., Goldenberg, C. 2015; 107 (4): 935-953

    View details for DOI 10.1037/edu0000030

    View details for Web of Science ID 000365610700002

  • Congress: Bilingualism is not a handicap Education Week Goldenberg, C. 2015
  • How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish? AMERICAN EDUCATIONAL RESEARCH JOURNAL Goldenberg, C., Tolar, T. D., Reese, L., Francis, D. J., Bazan, A. R., Mejia-Arauz, R. 2014; 51 (3): 604-633

    View details for DOI 10.3102/0002831214529082

    View details for Web of Science ID 000340273100006

  • The Nature of Spanish Versus English Language Use at Home JOURNAL OF EDUCATIONAL PSYCHOLOGY Branum-Martin, L., Mehta, P. D., Carlson, C. D., Francis, D. J., Goldenberg, C. 2014; 106 (1): 181-199

    View details for DOI 10.1037/a0033931

    View details for Web of Science ID 000346911300013

  • Unlocking the Research on English Learners: What We Know--and Don't Yet Know--about Effective Instruction. American Educator Goldenberg, C. 2013; 37 (2): 4
  • Teaching young English learners Handbook of Research-Based Practice in Early Goldenberg, C., Hicks, J., Lit, I. 2013
  • Program elements and teaching practices to support young dual language learners California’s best practices for young dual language learners: Research overview papers Goldenberg, C., Nemeth, K., Hicks, J., Zepeda, M., Cardona, L. 2013: 90-118
  • The Arizona home language survey: The under-identification of students for English language services LANGUAGE POLICY Goldenberg, C., Rutherford-Quach, S. 2012; 11 (1): 21-30

    View details for DOI 10.1007/s10993-011-9224-5

    View details for Web of Science ID 000301797000003

  • The Common Core Challenge for ELLs. Principal Leadership Coleman, R., Goldenberg, C. 2012; 12 (5): 46-51
  • Language and literacy development in bilingual settings Durgunoglu, A. Y., Goldenberg, C. Guilford Press. 2011
  • Use with Caution: What CELDT Results Can and Cannot Tell Us. CATESOL Journal Stokes-Guinan, K., Goldenberg, C. 2011; 22 (1): 189-202
  • Promoting academic achievement among English learners: A guide to the research Goldenberg, C., Coleman, R. Corwin Press. 2010
  • Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools AMERICAN EDUCATIONAL RESEARCH JOURNAL Saunders, W. M., Goldenberg, C. N., Gallimore, R. 2009; 46 (4): 1006-1033

    View details for DOI 10.3102/0002831209333185

    View details for Web of Science ID 000271964600005

  • Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-Based Inquiry Teams ELEMENTARY SCHOOL JOURNAL Gallimore, R., Ermeling, B. A., Saunders, W. M., Goldenberg, C. 2009; 109 (5): 537-553

    View details for Web of Science ID 000264812900008

  • Variability in Community Characteristics and Spanish-Speaking Children's Home Language and Literacy Opportunities JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT Reese, L., Thompson, S. L., Goldenberg, C. 2008; 29 (4): 271-290

    View details for DOI 10.1080/01434630802147759

    View details for Web of Science ID 000268602000001

  • Successful school change: Creating settings to improve teaching and learning Goldenberg, C. N. Teachers College Press. 2004