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Publications and conference papers based on or related to Home-School Project |
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Assisting the Academic Development of Latino Youth Publications &
Reports Gallimore, R. &
Goldenberg, C. (1993). Activity settings of early
literacy: Home and school factors in children's
emergent literacy. In E. Forman, N. Minick, & C.A. Stone
(Eds.). Contexts for Learning: Sociocultural Dynamics in
Children's Development (pp. 315-335). Oxford: Oxford
University Press. Gallimore, R.,
Goldenberg, C., & Weisner, T. (1993). The social
construction and subjective reality of activity settings:
Implications for community psychology. American Journal
of Community Psychology, 21, 44, 537-559. Gallimore, R. &
Reese, L. J. (1999) Mexican immigrants in urban California:
Forging adaptations from familiar and new cultural
resources. In M.C. Foblets & C.L. Pang (Eds.),
Culture, Ethnicity and Immigration. In honor of Prof. E.
Roosens. ACCO: Leuven, Belgium, pps. 245-263.
Gallimore, R. & Goldenberg, C. (2001). Analyzing
Cultural Models and Settings to Connect Minority Achievement
and School Improvement Research. Educational
Psychologist, 36, 1, 45-56. Goldenberg, C. (1987).
Low-income Latino parents' contributions to their
first-grade children's word-recognition skills.
Anthropology and Education Quarterly, 18,
149-179. Goldenberg, C. N. (1988). Methods, early literacy, and home-school compatibilities: A response to Sledge et al. Anthropology and Education Quarterly, 19, 425-432. Goldenberg, C. (1989).
Parents' effects on academic grouping for reading: Three
case studies. American Educational Research Journal,
26, 329-352. Goldenberg, C. (1993). The home-school connection in bilingual education. In B. Arias and U. Cassanova (Eds.), Bilingual Education: Politics, Practice, and Research (pp. 225-250). Chicago, IL: National Society for the Study of Education. Goldenberg, C. N. &
Gallimore, R. (1995). Immigrant Latino parents' values and
beliefs about their children's education: Continuities and
discontinuities across cultures and generations. In P.
Pintrich & M. Maehr (Eds.), Advances in Motivation
and Achievement (Vol. 9., pp. 183-227). Greenwich, CT:
JAI Press. Goldenberg, C.N, Gallimore, R., Reese, L. J., & Garnier,
H. (2001). Cause or effect? A longitudinal study of
immigrant Latinos' parents aspirations and expectations and
their children's school performance. American Educational
Research Journal, Goldenberg, C., Reese,
L., and Gallimore, R. (1992). Effects of school literacy
materials on Latino children's home experiences and early
reading achievement. American Journal of Education,
100, 497-536. Goldenberg, C., Gallimore, R., & Reese, L. (2005). Using Mixed Methods to Explore Latino Children's Literacy Development. In T. S. Weisner, Ed. Discovering Successful Pathways in Children's Development: New Methods in the Study of Childhood and Family Life (pps.21-46). Chicago: University of Chicago Press. PDF Reese, L. J., Gallimore, R. & Guthrie, D. (2005). Reading Trajectories of Immigrant Latino Students in Transitional Bilingual Programs. Bilingual Research Journal, 29, 3, 679-697. Kroesen, K., Reese,
L.J., & Gallimore, R.(1998). Navigating Multiple Worlds:
Latino Children Becoming Adolescents in Los Angeles.
Selected Papers on Refugees and Immigrants, Volume
VI. Washington, D.C.; American Anthropological
Association. Reese, L. (2001).
Morality and Identity in Mexican Immigrant Parents' Visions
of the Future. Journal of Ethnic and Migration Studies,
27, 3, 455-472. Reese, L. (2002). Parental Strategies in Contrasting Cultural Settings: Families in Mexico and "El Norte." Anthropology & Education Quarterly, 33(1), 30-59. Reese, L., Balzano, S.,
Gallimore, R., & Goldenberg, C. (1995). The Concept of
Educación: Latino family values and American
schooling. International Journal of Educational
Research, 23, 1, 57-81. Reese, L. J. &
Gallimore, R. (2000). Immigrant Latinos' Cultural Model of
Literacy Development: An Alternative Perspective on
Home-School Discontinuities. American Journal of
Education, 108, 2, 103-134. Reese, L., Gallimore,
R., & Goldenberg, G. (1999). Job-required Literacy, Home
Literacy Environments, and School Reading: Early Literacy
Experiences of Immigrant Latino Children. In J. G. Lipson
& L. A. McSpadden (Eds.), Negotiating Power and Place
at the Margins: Selected Papers on Refugees and Immigrants,
Vol VII, pp. 232 &endash; 269. American Anthropological
Association. Reese, L.J., Gallimore, R., & Zarate, E. (2003,). To be an American: Ethnic Identity, Biculturalism, and Citizenship among Second-Generation Immigrant Latino Youth. Kolor: Journal on Moving Communities, 3, 1, 3-14. Reese, L., Garnier,
H., Gallimore, R., & Goldenberg, C. (2000). Longitudinal
Analysis of the Antecedents of Emergent Spanish Literacy and
Middle-School English Reading Achievement of
Spanish-Speaking students. American Educational Research.
Journal, 37, 3 , 633-662. Reese, L., Goldenberg, C.N., Loucky, J., & Gallimore, R. (1995). Ecocultural context, cultural activity, and emergent literacy of Spanish-speaking children. In S.W. Rothstein (ed.) Class, Culture and Race in American Schools: A Handbook. Westport, CT: Greenwood Press, pps. 199-224. Reese, L., Kroesen, K, & Gallimore, R. (1998). Cualitativos y cuantitativos, no cualitativos vs. cuantitativos. In R. M. Arauz, & S. A. Sandoval (Eds.), Tras las vetas de la investigación cualitativa:Perspectivas y acercamientos desde la práctica (pp. 40-75). Mexico: ITESO. Reese, L. J., Gallimore, R., Goldenberg, C. N., & Balzano, S. (1995). Immigrant Latino parents' future orientations for their children. In R. F. Macías & R. G. G. Ramos, (Eds.) Changing Schools for Changing Students.: An Anthology of Research on Language Minorities, Schools, and Society. University of California: Linguistic Minority Research Institute. Reese, L. Latino Parenthood. (in press). In Balter, L. (Ed.). Parenthood in America: An Encyclopedia. Denver: ABC-CLIO. Reese, L., Kroesen, K. & Gallimore, R. (2000). Agency and School Performance among Urban Latino Youth. In Taylor, R. & Wang, M (Eds.). Resilience Across Contexts: Family, Work, Culture and Community. (pp.295-332). New Jersey: Erlbaum.
Zarate. E., & Gallimore, R. (2005). Gender difference in
factors leading to college enrollment: A longitudinal analysis of
Latina and Latino students. Harvard Educational Review, 75, 4, 383-408. Books Goldenberg, C. Settings for change: Improving teaching and learning in school. New York: Teachers College Press. Articles & Chapters Gallimore, R. & Goldenberg, C. (2001). Analyzing cultural models and settings to connect minority achievement and school improvement research. Educational Psychologist, 36, 1, 45-56. Gallimore, R. & Goldenberg, C. (1992). Mapping teachers' zones of proximal development: A Vygotskian perspective on teaching & teacher training. In F. Oser, A. Dick, & J.-L. Patry (Eds.). Effective & responsible teaching: The new synthesis (pp. 203-221). San Francisco, CA: Jossey-Bass. Gallimore, R. & Goldenberg, C. (1996). Accommodating cultural differences and commonalties in educational practice. Journal of Multicultural Education, 4 (1), 16-19. Gallimore, R. (1996). Classrooms are Just Another Cultural Activity. In D. Speece & B. Keogh (Eds.). Research on Classroom Ecologies: Implications for Children with Learning Disability. New Jersey: Lawrence Erlbaum, pps. 229-250. Goldenberg, C. (in press). The voices of researchers: Conflict and consensus in reading research and reading policy. The Reading Teacher. Goldenberg, C. (forthcoming). Making schools work for low-income families in the 21st century. In S. Neuman and D. Dickinson (Eds.). Handbook for Research in Early Literacy. New York: Guilford. Goldenberg, C. & Patthey-Chavez, G. (1995). Discourse processes in instructional conversations: Interactions between teacher and transition readers. Discourse Processes, 19, 57-73. Goldenberg, C. N. &
Gallimore, R. (1989). Teaching California's diverse student
population: The common ground between educational and
cultural research. California Public Schools Forum, 3
(Autumn), 41-56. Goldenberg, C. N. & Gallimore, R. (1991a). Local knowledge, research knowledge, and educational change: A case study of Early Spanish Reading Improvement. Educational Researcher, 20 (8), 2-14. Goldenberg, C. N. & Gallimore, R. (1991b). Changing teaching takes more than a one-shot workshop. Educational Leadership, 49 (3), 69-72. Goldenberg, C.
,Gallimore, R., & Reese, L. (2001). Using Mixed Methods
to Explore Latino Children's Literacy Development. Paper
prepared for Conference on "Discovering Successful Pathways
in Children's Development: Mixed Methods in the Study of
Childhood and Family Life." MacArthur Foundation Research
Network on Successful Pathways through Middle Childhood,
Santa Monica, CA , January 26, 2001 Goldenberg, C. N. & Saunders, W. (in press). Using standards and assessments to promote excellence and equity among diverse students. In Who's learning what? A resource guide for student performance assessment in the context of school restructuring, Northwest Regional Laboratories and Association for Supervision and Curriculum Development. Goldenberg, C. N. (1989a). Making success a more common occurrence for children at risk for failure: Lessons from Latino first graders learning to read. In J. Allen & J.M. Mason (Eds.), Risk makers, risk takers, risk breakers: Reducing the risks for young literacy learners (pp. 48-78). Portsmouth, N.H.: Heinemann. Goldenberg, C. N. (1990). Beginning literacy instruction for Spanish-speaking children. Language Arts, 67, 590-598. Goldenberg, C. N. (1992). The limits of expectations: The case for case knowledge of teacher expectancy effects. American Educational Research Journal, 29, 517-544. Goldenberg, C. N. (1992/93). Instructional conversations: Promoting comprehension through discussion. The Reading Teacher, 46, 316-326. Goldenberg, C. N. (1994). Promoting early literacy achievement among Spanish-speaking children: Lessons from two studies. E. Hiebert (Ed.). Getting reading right from the start: Effective early literacy interventions (pp. 171-199). Boston: Allyn and Bacon. Goldenberg, C. N. (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. N. (1995). Latin American immigration and U.S. schools. Social Policy Reports (Society for Research in Child Development). Goldenberg, C. N. (1998). A balanced approach to early Spanish literacy development. In R. Gersten & R. Jiménez (Eds.), Effective instructional strategies for English language learners: Implications of current research. Brooks Cole. Goldenberg, C. N. (1995). Instructional conversations. In A. Purves (Ed.). Encyclopedia of English Studies Language Arts. National Council of Teachers of English/Scholastic, Inc. Goldenberg, C. N. & Sullivan, J. (1995). Making Change Happen in a Language-Minority School: A Search for Coherence. Research Report. Santa Cruz and Washington, D.C.: The National Center for Research on Cultural Diversity and Second Language Learning. Saunders, W., Goldenberg, C., and Hamann, J. (1992). Instructional conversations beget instructional conversations. Teaching and Teacher Education, 8, 199-218. 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. & Goldenberg, C. (in press). 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. Newark, DE: International Reading Association. Saunders, B.,
O'Brien, G., Hasenstab, K., Marcelletti, D., Saldivar, T.,
& Goldenberg, C. (in press). Site-based professional
development for schools serving English-language learners.
To appear in P. Schmidt & P. Mosenthal (Eds.).
Advances in reading/language arts research, Vol. 9:
Reconceptualizing literacy in the new age of pluralism and
multiculturalism. Jossey-Bass. Saunders, W., O'Brien, G., Lennon, D., & McLean, J. (1998). Making the transition to English literacy successful: Effective strategies for studying literature with transition students. In R. Gersten & R. Jimenez (Eds.), Effective strategies for teaching language minority students. Monterey, CA: Brooks-Cole.
Conference Papers and Technical Reports Fuller, W. & Gallimore, R. (1992, April)"Let's Talk:" Conversation, Instruction, and the Teaching of Reading Comprehension. Paper presented at the annual meeting of the Educational Research Association, San Francisco. Gallimore, R. (1990,
April). Rousing school reforms to life. Invited address to
the American Educational Research Association, Boston,
MA. Gallimore, R., Goldenberg, C., & Saunders, W. (1995). The Sociocultural Context of Teachers Professional Development. Final Report to OERI: National Center for Research on Cultural Diversity and Second Language Acquisition, University of California, Santa Cruz. Gallimore, R., Goldenberg, C.N., & Saunders, B., & Patthey-Chavez, G. Talking about what they are reading and writing: Conversations that Assist Performance. Paper presented at the annual meeting of the Educational Research Association, San Francisco, April. Goldenberg, C. N. & Gallimore, R. (1991, April). Teaching and learning in a new key: The instructional conversation. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Goldenberg, C. N. & Sullivan, J. (1994). Making change happen in a language-minority school: A search for coherence (EPR #13). Washington, DC: Center for Applied Linguistics. Patthey-Chavez, G. & Goldenberg, C. (1992, April). Discourse processes in the instructional conversation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Patthey-Chavez, G. & Goldenberg, C. (1991). Instructional conversations & direct teaching: Potentials & possibilities of disparate learning ecologies. National Center for Research in Cultural Diversity & Second Language Learning, University of California, Santa Cruz. Powell, A., Goldenberg, C.N., & Cano, L. (1995, April). Assisting change: Some settings for teacher development work better than others. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Rueda, R., Goldenberg, C., & Gallimore, R. (1991, April). When is an instructional conversation? Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Saunders, W. & Goldenberg, C. (1992, April). Effects of instructional conversations on transition students' concepts of 'friendship': An experimental study. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Videos Goldenberg, C. (1997). Settings for change. [Video tape]. Long Beach, CA: Island Multimedia. Gallimore, R. & Goldenberg, C. (1992). Let's Talk [Video tape]. Neuropsychiatric Research Institute, UCLA.
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