Claude N Goldenberg
Biographic Data
| ID | 156901 |
|---|---|
| NAME | Claude N Goldenberg |
| GIVEN NAMES | Claude N |
| FAMILY NAME | Goldenberg |
| SIGNATURE | GOLDENBERG C N |
| AFFILIATIONS | Lennox School District and University of California, Los Angeles |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 73 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 4 |
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experime…
The social construction and subjective reality of activity settings: Implications for community psychology
A major focus of the article is the idea that activity settings are in part social constructions of the participants. The socially constructed “meaning” of an activity setting is a complex mix of ecological, cultural, interactional, and psychological features. These features may be observed and assessed, directly and indirectly, in terms of personnel, cultural values, tasks, scripts for conduct, and motives and purposes of actors. Empirical illus…
Parents' Effects on Academic Grouping for Reading: Three Case Studies
This paper examines parents’ effects on children’s academic group placement. It suggests that parental involvement might affect children’s reading achievement through its effect on a child’s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children’s reading achievement in one, or both, of two ways: through home teaching of the school read…
Parents’ Effects on Academic Grouping for Reading: Three Case Studies
This paper examines parents’ effects on children’s academic group placement. It suggests that parental involvement might affect children’s reading achievement through its effect on a child’s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children’s reading achievement in one, or both, of two ways: through home teaching of the school read…
Methods, Early Literacy, and Home‐School Compatibilities: A Response to Sledge et al
Sledge, Blot, and Delisle's objections to a previous article are examined critically. While Sledge et al. raise a number of interesting methodological and substantive issues, many of their objections are based either on a misreading of the article or on incorrect inferences they make. The issues of continuity and discontinuity in Hispanic children's home‐school experiences is discussed in relation to (1) parent and school educational values, and …
Low-Income Hispanic Parents' Contributions to Their First-Grade Children's Word-Recognition Skills
This article investigates the role Hispanic parents played in nine first-grade children's acquisition of word-recognition skills. Two parents, by directly helping children learn the school's reading curriculum, made the greatest contribution to children's achievement. All parents, despite their low socioeconomic status, were capable of helping their children and expressed willingness to do so. However, there was no systematic attempt by the schoo…
The social construction and subjective reality of activity settings: Implications for community psychology
A major focus of the article is the idea that activity settings are in part social constructions of the participants. The socially constructed “meaning” of an activity setting is a complex mix of ecological, cultural, interactional, and psychological features. These features may be observed and assessed, directly and indirectly, in terms of personnel, cultural values, tasks, scripts for conduct, and motives and purposes of actors. Empirical illus…
Low-Income Hispanic Parents' Contributions to Their First-Grade Children's Word-Recognition Skills
This article investigates the role Hispanic parents played in nine first-grade children's acquisition of word-recognition skills. Two parents, by directly helping children learn the school's reading curriculum, made the greatest contribution to children's achievement. All parents, despite their low socioeconomic status, were capable of helping their children and expressed willingness to do so. However, there was no systematic attempt by the schoo…
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experime…
Parents’ Effects on Academic Grouping for Reading: Three Case Studies
This paper examines parents’ effects on children’s academic group placement. It suggests that parental involvement might affect children’s reading achievement through its effect on a child’s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children’s reading achievement in one, or both, of two ways: through home teaching of the school read…
Methods, Early Literacy, and Home‐School Compatibilities: A Response to Sledge et al
Sledge, Blot, and Delisle's objections to a previous article are examined critically. While Sledge et al. raise a number of interesting methodological and substantive issues, many of their objections are based either on a misreading of the article or on incorrect inferences they make. The issues of continuity and discontinuity in Hispanic children's home‐school experiences is discussed in relation to (1) parent and school educational values, and …
Low-Income Hispanic Parents' Contributions to Their First-Grade Children's Word-Recognition Skills
This article investigates the role Hispanic parents played in nine first-grade children's acquisition of word-recognition skills. Two parents, by directly helping children learn the school's reading curriculum, made the greatest contribution to children's achievement. All parents, despite their low socioeconomic status, were capable of helping their children and expressed willingness to do so. However, there was no systematic attempt by the schoo…
Methods, Early Literacy, and Home‐School Compatibilities: A Response to Sledge et al
Sledge, Blot, and Delisle's objections to a previous article are examined critically. While Sledge et al. raise a number of interesting methodological and substantive issues, many of their objections are based either on a misreading of the article or on incorrect inferences they make. The issues of continuity and discontinuity in Hispanic children's home‐school experiences is discussed in relation to (1) parent and school educational values, and …
Parents' Effects on Academic Grouping for Reading: Three Case Studies
This paper examines parents’ effects on children’s academic group placement. It suggests that parental involvement might affect children’s reading achievement through its effect on a child’s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children’s reading achievement in one, or both, of two ways: through home teaching of the school read…
Parents’ Effects on Academic Grouping for Reading: Three Case Studies
This paper examines parents’ effects on children’s academic group placement. It suggests that parental involvement might affect children’s reading achievement through its effect on a child’s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children’s reading achievement in one, or both, of two ways: through home teaching of the school read…
The social construction and subjective reality of activity settings: Implications for community psychology
A major focus of the article is the idea that activity settings are in part social constructions of the participants. The socially constructed “meaning” of an activity setting is a complex mix of ecological, cultural, interactional, and psychological features. These features may be observed and assessed, directly and indirectly, in terms of personnel, cultural values, tasks, scripts for conduct, and motives and purposes of actors. Empirical illus…
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experime…
Parental Involvement in Education (5 works) · Psychology (5 works) · Academic achievement (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Reading and Literacy Development (3 works) · Sociology (3 works) · Curriculum (2 works) · Developmental psychology (2 works) · Linguistics (2 works)