Dr. Claude Goldenberg
Nomellini & Olivier Professor of Education, Emeritus, Graduate School of Education at Stanford University
Dr. Claude Goldenberg is the Nomellini & Olivier Professor of Education, Emeritus, at Stanford University. He received his A.B. in history from Princeton University and M.A. and Ph.D. from UCLA’s Graduate School of Education. He taught junior high school in San Antonio, Texas, and first grade in a bilingual elementary school in Los Angeles. A native of Argentina, his areas of research centered on promoting academic achievement among language minority students, particularly those from Spanish-speaking backgrounds.
Goldenberg was on the National Research Council's Committee for the Prevention of Early Reading Difficulties in Young Children (1997) and the National Literacy Panel on Language-Minority Children and Youth (2006), which synthesized research about promoting literacy development among multilingual learners. He is also co-author of Promoting Academic Achievement among English Learners: A Guide to the Research (2010, Corwin), and co-editor of Language and Literacy Development in Bilingual Settings (2011, Guilford).
He currently works promoting research, policy, and practices to enhance literacy and academic development among students not yet proficient in English.
Dr. Claude Goldenberg
Nomellini & Olivier Professor of Education, Emeritus, Graduate School of Education at Stanford University
Dr. Claude Goldenberg is the Nomellini & Olivier Professor of Education, Emeritus, at Stanford University. He received his A.B. in history from Princeton University and M.A. and Ph.D. from UCLA’s Graduate School of Education. He taught junior high school in San Antonio, Texas, and first grade in a bilingual elementary school in Los Angeles. A native of Argentina, his areas of research centered on promoting academic achievement among language minority students, particularly those from Spanish-speaking backgrounds.
Goldenberg was on the National Research Council's Committee for the Prevention of Early Reading Difficulties in Young Children (1997) and the National Literacy Panel on Language-Minority Children and Youth (2006), which synthesized research about promoting literacy development among multilingual learners. He is also co-author of Promoting Academic Achievement among English Learners: A Guide to the Research (2010, Corwin), and co-editor of Language and Literacy Development in Bilingual Settings (2011, Guilford).
He currently works promoting research, policy, and practices to enhance literacy and academic development among students not yet proficient in English.