Publications

ExC-ELL creator Dr. Margarita Calderón is the author or co-author of myriad books, book chapters, textbooks, teacher manuals, and journal articles, including the new book Breaking Down the Wall: Essential Shifts for English Learners’ Success, available Fall 2019 from Corwin Press.

See below for a full list.

  • Calderón, M. E. & Slakk, S. (2019). Success with multicultural newcomers and English learners: proven practices for school leadership teams. Alexandria, VA: ASCD.
  • Calderón, M. E. & Slakk, S. (2020). Teaching Content to Teaching Language and Content. In D. Alpert (Ed.). Breaking down the wall: essential shifts for English learners’ success. Thousand Oaks, CA: Corwin Press.
  • Slakk, S. & Calderón, M. E. (2020). Compliance to Excellence. In D. Alpert (Ed.). Breaking down the wall: essential shifts for English learners’ success. Thousand Oaks, CA: Corwin Press.
  • Calderón, M. E., Espino, G., & Slakk, S. (2019). Integrando lenguaje, lectura, escritura y contenidos en español e inglés: integrating language, reading, writing and content in English and in Spanish. Los Angeles, CA: Velazquez Press. https://velazquezpress.com/collections/bilingual-dual-language/products/integrando-lenguaje-lectura-ecritura-y-contenidos-en-espanol-e-ingles-integrating-language-reading-writing-and-content-in-english-and-spanish
  • Calderón, M. E. & Slakk, S. (2018, December). Integrating reading strategies into content instruction. Language magazine, 18(3), 56-59.
    https://www.languagemagazine.com/december-2019-online-edition/#.XIWhj4j5rWs.mailto
  • Calderón, M. E. & S. Slakk (2018). Teaching reading to ELs in 6th-12th (2nd ed). Thousand Oaks, CA: Corwin Press.
  • Calderón, M. E. & Carreón, A. (2018). Teaching vocabulary before, during and after reading. In L. Gerena & K.M. Reynolds (Eds.), TESOL Encyclopedia of English Language Teaching. NY: Wiley.
  • Calderón, M. E. & Slakk, S. (2017). Taking the holistic approach! Language Magazine. http://languagemagazine.com/2017/03/taking-holistic-approach/
  • Calderón, M. E.,  Slakk, S., & Montenegro, H. (2017). Promises fulfilled: a leader’s guide for supporting English learners. Bloomington,IN: Solution Tree.
  • Calderón, M. E. & Slakk, S. (2016) Expediting comprehension for English language learners (ExC-ELL) foundations manual. Washington, DC: Margarita Calderón & Associates.
  • Calderón, M. E. & Soto, I. (2016). Academic language mastery: vocabulary in context. Thousand Oaks, CA: Corwin Press.
  • Calderón, M.E. (2016, February). A whole-school approach to English Learners. Educational Leadership, 73(5). Alexandria, VA: ASCD.
  • Calderón, M. E., Trejo, M., Montenegro, H., Carreón, A. Peyton, J. K., Marino, J., & D’Emilio, T., (2015). Literacy strategies for English learners in core content secondary classrooms. Indianapolis, IN: Solution Tree.
  • Calderón, M. E., Slakk, S. & Montenegro, H. (2015). Coaching ExC-ELL: expediting comprehension for English language learners. New Rochelle, NY: Benchmark Education Co.
  • Calderón, M. E., Carreón, A., Slakk, S. & Peyton, J. (2016). Expediting comprehension for English language learners (ExC-ELL) foundations manual. New Rochelle, NY: Benchmark Education Co.
  • Carlo, M., Barr, C., August, D., Calderón, M. & Artzi, L. (2014). Language of instruction as a moderator for transfer of reading comprehension skills among Spanish-speaking English language learners. In Bilingual Research Journal. http://www.tandfonline.com/doi/full/10.1080/15235882.2014.963739.
  • Calderón, M. E. (2014). Preparing math, science, and social studies teachers with English language learners. In The Asian Journal of Educational Research and Synergy.
  • Calderón, M. E. (February 2014). Teaching across the board. In Language Magazine. http://languagemagazine.com/?page_id=29732 .
  • Calderón, M. E. (2014). How can data on student performance and classroom quality be used to plan professional development and staffing adaptations? In K.N. Nemeth (Ed.), Young English language learners at school: a guide for early childhood and elementary leaders. Caslon Publishing.
  • Franks, B.J., Calderón, M. E., & Trejo, M. (2014). What are some research-based program models? In K.N. Nemeth (Ed.), Young English language learners at school: a guide for early childhood and elementary leaders. Caslon Publishing.
  • Calderón, M. E. (2012-2019). Recommendations for the Massachusetts Department of Elementary and Secondary Education on the delivery and materials for preparing teachers and administrators on effective instruction for ELLs: Reports to the United States Department of Justice. Washington, DC: USDOJ.
  • Calderón, M. E. (2010-2014). Recommendations for the Boston Public Schools on the instruction of English learners: Reports to the United States Department of Justice. Washington, DC: USDOJ.
  • Calderón, M. E. (Ed.) (2012). Breaking through: effective instruction & assessment for reaching English learners: an anthology. Indianapolis, IN: Solution Tree.
  • Goodwin, A. P., Huggins, A. C., Carlo, M. S., August, D., & Calderón, M. (2012). Minding morphology: how morphological awareness relates to reading for English language learners. In Reading and Writing, Online First™, 31 August 2012. http://springerlink3.metapress.com/content/?Author=Amanda+P.+Goodwin.
  • Calderón, M. E. (2011). Teaching writing to English language learners. In Teaching writing to ELs in secondary schools. In R. Slavin (Ed.), Better: evidence-based education. Heslington, England: University of York.
  • Calderón, M. E. (2011). Teaching Reading and Comprehension to English Learners, K–5. Indianapolis, IN: Solution Tree.
  • Calderón, M.E. & Minaya-Rowe, L. (2011). Preventing long-term English language learners: transforming schools to meet core standards. Thousand Oaks, CA: Corwin Press.
  • Slavin, R. E., Madden, N. A., Calderon, M. E., Chamberlain, A., & Hennessy, M. (2011). Reading and language outcomes of a five-year randomized evaluation of transitional bilingual education. Educational Evaluation and Policy Analysis, 33(1), 47-58. http://www.edweek.org/media/bilingual_pdf.pdf
  • Calderón, M.E., Slavin, R.E. & Sánchez, M. (2011). Effective instruction for English language learners. In M. Tienda & R. Haskins (Eds.), The future of immigrant Children. Washington, DC: Brookings Institute/Princeton University. http://www.futureofchildren.org/futureofchildren/publications/docs/21_01_05.pdf
  • Calderón, M.E. (2010, January). Review of Boston Public Schools’ professional development provided to teachers of ELLs by the district. Report to the United States Department of Justice. Washington, DC: USDOJ.
  • Calderón, M.E., Sánchez, M., Quiroz, L.R., Jimenez, K. & Jennings, H. (2010). ¡Imagínate! Washington, DC: Office of English Language Acquisition.
  • Calderón M.E., Sánchez, M., Quiroz, L.R., Jimenez, K. & Jennings, H. (2010). Anhelos y logros. Washington, DC: Office of English Language Acquisition.
  • Calderón M.E., Sánchez, M., Quiroz, L.R., Jimenez, K. & Jennings, H. (2010). Palabras/Words. Washington, DC: Office of English Language Acquisition.
  • Calderón, M. (Co-author with the Committee on the Study of Teacher Preparation Programs in the United States). (2010). Preparing teachers: building evidence for sound policy. Washington, DC: National Research Council.
  • Slavin, R. E., Madden, N., Calderón, M., Chamberlain, A. & Hennessy, M. (2009). Fifth-year reading and language outcomes of a randomized evaluation of transitional bilingual education: report to IES. Washington, DC: Institute for Education Sciences, U.S. Department of Education.
  • Calderón, M., Carreón, A., Duran, D., & Fitch, A. (2009). Preparing math, science, social studies and language arts teachers with English learners with ExC-ELL: report to the Carnegie Corporation of New York. New York, NY: The Carnegie Corporation of New York.
  • Calderón, M. (2009). Language, literacy and knowledge for ELLs. In R. Slavin (Ed.), Better: evidence-based education. Vol. 1, (1), 14-15.
  • Calderón, M. (2009, May). The importance of integrating language, literacy and knowledge for English language learners. Texas Elementary Principals and Supervisors Association, 22(3), 4-5.
  • Calderón, M. E. (2009). Professional development for teachers of English language learners and striving readers. In L. Mandel-Morrow, R. Rueda, & D. Lapp, (Eds.), Handbook of literacy and research on literacy instruction: issues of diversity, policy and equity. Gilford Press.
  • Calderón, M. E. & Wasden, R. (2009). Preparing secondary school teachers to teach reading, language and content: a look at professional development programs. In J. Coppola & E. Primas (Eds.), One classroom, many learners: best literacy practices for today’s multilingual classrooms. Washington, DC: International Reading Association.
  • Calderón, M. E. & Shymansky, J. A. (2009). Content essentials for science: vocabulary, content literacy, K-6th Series. Chicago, IL: Wright Group/McGraw-Hill.
  • Tierney, W., O’Sullivan, P., Anderson, J. D., Calderón, M., Foorman, B., (2008, November). Task Force on Conflicts of Interest. Annual Report. Educational Researcher, 37(8), 527-550.
  • August, D., Beck, I. L., Calderón, M., Francis, D.J., Lesaux, N. K., & Shanahan, T. (2008). Instruction and professional development. In August, D. & T. Shanahan (Eds.), Developing reading and writing in second language learners. Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth.
  • Calderón, M. (2008, December). Expediting language, literacy and learning for adolescent ELLs. The STARlight – Research & resources for English learner achievement, 3(1). Santa Clara, CA: California STARlight Consortium.
  • Calderón, M. E. (2008, Fall). Teaching academic vocabulary and reading comprehension in grades 6- 12. AccELLerate! The quarterly newsletter of the National Clearinghouse for English Language Acquisition, 1(1), 2-4.
  • Calderón, M. (2008, Jan/Feb). A retrospective into new paths. The NABE News, 8-11. Washington, DC: National Association for Bilingual Education
  • Calderón, M. E. (2007). Teaching reading to English language learners, Grades 6-12: A framework for improving achievement in the content areas. Thousand Oaks, CA: Corwin Press.
  • Calderón, M. E. (2007). RIGOR! Reading instructional goals for older readers: reading program for 6th – 12th students with interrupted formal education. English and Spanish versions. New York, NY: Benchmark Education Co.
  • Calderón, M. (2007). Gear up ELL plus: reading program for K-3. Chicago, IL: Wright Group/McGraw Hill.
  • Calderón, M. (2007, March/April). Adolescent literacy and English language learners: An urgent issue! ESL Teacher (56), 9-14.
  • Calderón, M. (2007) What do we mean by “quality instruction” for English language learners? In Voices in Urban Education: Annenberg Institute for School Reform.
  • Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P., Snow, C., August, D. & Calderón, M. (2007). The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Applied Linguistics 28, 171-190.
  • Calderón, M. & Ferreiro Gravié, R. (2005). El ABC del aprendizaje cooperative (13th ed.). Mexico City, Mexico: Editorial Trillas.
  • August, D. & Calderón, M. (2006). Teacher beliefs and professional development. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.
  • Calderón, M. (2006). Quality instruction in reading for English language learners. In K. Téllez & H.C. Waxman (Eds.), Preparing quality educators for English language learners: research, policies, and practices. Mahwah, NJ: Lawrence Erlbaum.
  • Calderón, M. & Minaya-Rowe, L. (2006). Raising the literacy achievement of English language learners: a facilitator’s guide. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Calderón, M., August, D., Slavin, R., Cheung, A., Durán, D., & Madden, N. (2005). Bringing words to life in classrooms with English language learners. In A. Hiebert & M. Kamil (Eds.), Research and development on vocabulary. Nahwah, NJ: Lawrence Erlbaum.
  • August, D., Carlo, M.S., Calderón, M., & Nuttall, M. (2005). Developing literacy in English-language learners: an examination of the impact of English-only versus bilingual instruction. In P. McCardle & E. Hoff (Eds.), Childhood bilingualism. Clevedon, England: Multilingual Matters.
  • Calderón, M. (2005). Training teachers on effective literacy instruction for English language learners. In K. Telles & W. Hersh (Eds.), Training teachers of language minority students. Mahwah, NJ: Erlbaum.
  • Calderón, M. (2005). Teaching English language learners: instructional tools for mainstream teachers. New website for WETA/AFT joint project: www.colorincolorado.net
  • August, D., Carlo, M., Calderon, M. & Proctor, P. (2005, Spring). Development of literacy in Spanish-speaking English-language learners: Findings from a longitudinal study of elementary school children. The International Dyslexia Association, 31(2), 17-19.
  • McGroarty, M., & Calderón, M. (2005). Cooperative learning for second language learners: Models, applications and challenges. In P. A. Richard-Amato and M. A. Snow (Eds.), Academic success for English language learners: strategies for K-12 mainstream teachers (pp. 174-194). White Plains, NY: Pearson Education.
  • Calderón, M., Durán, D. & Minaya-Rowe, L. (2005). Colorín Colorado AFT toolkit for teachers in English and Spanish: reaching out to parents of English language learners. Washington, DC.: American Federation of Teachers.
  • Calderón, M., August, D., Slavin, R., Cheung, A., Durán, D. & Madden, N. (2005). Bringing words to life in classrooms with English language learners. In A. Hiebert & M. Kamil (Eds.), Research and practice on vocabulary. Nahwah, NJ: Lawrence Erlbaum.
  • Calderón, M. (2005). National trends of staff development for bilingual teachers. Philadelphia, PA: Mid-Atlantic Regional Educational Laboratory.
  • Calderón, M. (2004). No teacher left behind: Teaching English language learners. Washington, DC: National Clearinghouse for English language learners/George Washington University.
  • Calderón, M. (2004). Writing for English language learners in secondary schools. Downey, CA: Southern California Comprehensive Assistance Center.
  • Calderón, M. E. & Minaya-Rowe, L. (2003). Designing and implementing two-way bilingual programs: A step-by step guide for administrators, teachers, and parents. Thousand Oaks, CA: Corwin Press.
  • Calderón, M. (2001). A series of reports, position papers, theoretical frameworks, and findings from the 2001-2002 implementation of the Department of Labor project on training instructors of English language learners for bilingual workplace skills.
  • Calderón, M. (2002). Trends in staff development for bilingual teachers. In M. Minaya-Rowe (Ed), Teacher training and effective pedagogy in the context of student diversity. Greenwich, CT: Information Age Publishing.
  • Calderón, M. & Slavin, R. E. (2001). Success for all in a two-way immersion school. In D. Christian & F. Genesee (Eds.), Case studies in bilingual education. Alexandria, VA: TESOL.
  • Slavin, R.E. & Calderón, M. (Eds.) (2001). Effective programs for Latino students. Nahwah, NJ: Lawrence Erlbaum.
  • Calderón, M. (2001). Success for all in Mexico. In R. E. Slavin & N. Madden (Eds.), Success for all: research and reform in elementary education. Nahwah, NJ: Lawrence Erlbaum.
  • Calderón, M. (2001). Curricula and methodologies used to teach Spanish-speaking limited English proficient students to read English. In R. E. Slavin & M. Calderón (Eds.), Effective programs for Latino children. Nahwah, NJ: Lawrence Erlbaum.
  • Calderón, M. & Carreón, A. (2001). A two-way bilingual program: promise, practice and precautions. In R. E. Slavin & M. Calderón (Eds.), Effective programs for Latino children. Nahwah, NJ: Lawrence Erlbaum.
  • August, D., Calderón, M. & Carlo, M. (2001). Transfer of reading skills from Spanish to English: a study of young learners. National Association for Bilingual Education Journal, 24(4), 11-42.
  • August, D., Calderón, M. & Carlo, M. (2001). Transfer of reading skills from Spanish to English: a longitudinal study of young learners. Report ED-98-CO-0071 to the Office of Bilingual Education and Minority Languages Affairs, U. S. Department of Education.
  • Calderón, M. (2000, November/December). Teachers’ learning communities for highly diverse classrooms. National Association for Bilingual Education Journal, 24(2), 33-34.
  • August, D., Calderón, M. & Carlo, M. (2000). Transfer of reading skills from Spanish to English: a study of young learners. Report ED-98-CO-0071 to the Office of Bilingual Education and Minority Languages Affairs, U. S. Department of Education.
  • Calderón, M. (1999). Displaced worker’s views about their English as a second language classes. Austin, TX: Texas Workforce Commission.
  • Calderón, M. (1999). School reform and alignment of standards.In Including culturally and linguistically diverse students in standards-based reform: A report on McRel’s Diversity Roundtable I (pp. 23-46). Aurora, CO: Mid-continent Regional Educational Laboratory.
  • Calderón, M. & Slavin, R. E. (Eds.) (1999).Building community through cooperative learning. Theory into practice journal, 38(2).
  • Calderón, M. (1999). Teachers’ learning communities for cooperation in diverse settings. In M. Calderón & R.E. Slavin (Eds.), Building community through cooperative learning. Theory into practice journal, 38(2).
  • Calderón, M. & Carreón, A. (1999). In search of a new border pedagogy: sociocultural conflicts facing teachers and students along the U.S.-Mexico border. In C. J. Ovando & P. McLaren (Eds.), The politics of multiculturalism and bilingual education: students and teachers caught in the cross-fire. New York, NY: McGraw-Hill.
  • Calderón, M.E., Hertz-Lazarowitz, R. & Slavin, R. E. (1998, November). Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading. The elementary school journal, 99(2).
  • Link to article: http://www.journals.uchicago.edu/doi/abs/10.1086/461920
  • Also found in the What Works Clearinghouse at this link: https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/47
  • Calderón, M. (1998). Adolescent sons and daughters of immigrants: how schools can respond. In K. M. Borman & B. Schneider (Eds.), The adolescent years: social influences and educational challenges. Ninety-seventh Yearbook of the National Society for the Study of Education. Chicago, IL: University of Chicago Press.
  • Calderón, M. (1998). Staff development in multilingual multicultural schools. ERIC Digest. New York, NY: ERIC Clearinghouse on Urban Education.
  • Calderón, M., Crawford, A., Mims, S., & Saldivar, T. (1997). Invitaciones: Spanish reading/language arts: reading series textbooks for K-5. Boston, MA: Houghton Mifflin.
  • Calderón, M. (1997). Preparing teachers and administrators to better serve the needs of Latino students. Proceedings from the 1996 ETS Invitational Conference. Princeton, N.J.: ETS.
  • Calderón, M. (1996). Binational cooperative learning communities. In J. D. Flores & E. Garcia (Eds.), Children of la frontera. Charleston, WV: ERIC/CRESS.
  • Calderón, M., Au, K. H., Comas, J. C., Lipson, M. Y., Mims, S., Page, S. E., Valencia, S. W., & Vogt, M. (1996). Invitations to literacy: English reading/language arts: reading series textbooks for K-6. Boston, MA: Houghton Mifflin.
  • Calderón, M. (1996, May/June). La construcción de comunidades de aprendizaje para alumnos, maestros y directivos. Sembrando: revista de educación de Jalisco, 1(3) 5-7.
  • Calderón, M. (1996, May/June). ¿Qué es el aprendizaje cooperativo? Sembrando: revista de educación de Jalisco, 1(3), 12-14.
  • Calderón, M. (1995, March). Lecto-escritura integrada y cooperativa. La revista de educacíon, 3(9), 41-45.
  • Calderón, M. (1994). Cooperative learning for bilingual settings. In R. Rodriguez, N. Ramos & J. Ruiz-Escalante (Eds.), Compendium of readings in bilingual education: issues and practices. San Antonio, TX: Texas Association for Bilingual Education.
  • Calderón, M. (1994). Mentoring and coaching minority teachers. In R. A. DeVillar & J. Cummins (Eds.) Successful cultural diversity: classroom practices for the 21st century. New York, NY: SUNY.
  • Calderón, M. & Carreón, A. (1994). Educators and students use cooperative learning to become biliterate and bilingual. Cooperative Learning, 14(3), 6-9.
  • Calderón, M. & Hertz-Lazarowitz, R. (1994). Implementing cooperative learning in the elementary schools: the facilitator’s voice. In Sharan, S. (Ed.), Handbook of cooperative learning methods. New York, NY: Greenwood Pubs.
  • Calderón, M. (1994). Translation/review of Spanish version of the Hartcourt Brace and Jovanovitch social studies series: 2nd-6th grades textbook series. NY: Hartcout Brace & Jovanovitch.
  • Tinajero, J., Calderón, M. & Hertz-Lazarowitz, R. (1993). Cooperative learning strategies: bilingual classroom applications. In J. Tinajero & A. F. Ada (Eds.), The power of two languages: literacy and biliteracy for Spanish-speaking students. New York, NY: Macmillan/McGraw-Hill.
  • Calderón, M. (1992). Sheltered instruction: professional development manual for the state of Hawaii. Honolulu, HI: Hawaiian State Department of Education.
  • Calderón, M., Hertz-Lazarowitz, R. & Tinajero, J. (1992). Bilingual students in cooperative integrated reading and composition (CIRC): Moving from traditional to cooperative learning. In Williamson, J. (Ed.) Cooperative learning: International perspectives, London, England: Fulton Publishing Co.
  • Calderón, M. E., Tinajero, J. V. & Hertz-Lazarowitz, R. (1992, Spring). Adapting CIRC to meet the needs of bilingual students. Journal of educational issues of linguistic minority students, 10, 79-106.
  • Calderón, M. (1991). Benefits of cooperative learning for Hispanic students. Texas researcher journal, 2, 39-57.
  • Calderón, M. (1991). Training strategies for mentors of minority teachers. In Texas Education Agency (Eds.) Handbook for mentoring. Austin, TX: Texas Education Agency.
  • Calderón, M. (1991). Role of central administration in addressing support needs of new minority teachers and teachers in critical shortage areas. In R. L. Johnson & A. M. Montemayor (Eds.), Creating support systems for new teachers: a handbook for campus administrators serving diverse teaching populations. Austin, TX: Texas Education Agency.
  • Calderón, M., Hertz-Lazarowitz, R. & Tinajero, J. (1991). Adapting CIRC to multiethnic and bilingual classrooms. Cooperative Learning Magazine, 12(1).
  • Calderón, M. & Blau, S. (1991). Teaching writing in a multi-cultural classroom. In S. Blau (Ed.) The writer’s craft: from idea to expression, teachers’ edition. Evanston, IL: McDougal Littell.
  • Calderón, M. (1991). Cooperative learning builds communities of teachers. Teacher education and practice, 6(2), 75-79.
  • Houston, W.R. & Calderón, M. (1990-91). Preparing an ethnically diverse teaching force. In E. G. Cuellar & L. Huling-Austin (Eds.), Achieving an ethnically diverse teaching force. Austin, TX: Texas Education Agency.
  • Houston, W.R. & Calderón, M. (1991). Preparing an ethnically diverse teaching force. Teacher education and practice, 6(2), 43-48
  • Calderón, M. (1990). Cooperative learning for limited English proficient students. Baltimore, MD: Johns Hopkins University.
  • Calderón, M. (1990). Coaching and collegial collaboration. El Paso, TX: Ysleta Independent School District.
  • Calderón, M. (1990). Enhancing the quality and retention of beginning minority and critical shortage teachers. IDRA Newsletter. San Antonio, TX: Intercultural Development Research Association.
  • Calderón, M. (1990). Cooperative learning for limited English proficient students. Austin, TX: Texas Education Agency, Distinguished Scholar Series Publication.
  • Calderón, M., Tinajero, J. & Hertz-Lazarowitz, R. (1990). Promoting student interaction for biliteracy development: bilingual cooperative integrated reading and composition. In M. McClaren-Lighty (Ed.), Research for the 1990s: Conference Proceedings. Santa Cruz, CA: University of California, Santa Cruz.
  • Calderón, M. (1989). Cooperative learning for limited English proficient students. IDRA Newsletter, 16(9), 1-7.
  • Marsh, D. & Calderón, M. (1989). Applying research on effective bilingual instruction in a multi-district inservice teacher training program. National Association for Bilingual Education, 12(2), 133-152.
  • Tinajero, J. & Calderón, M. (1988). Language approach plus. Journal of Educational Issues of Language Minority Students, 1(1).
  • Calderón, M. (1988). Teaching strategies sections in J. Tinajero et. al., “Stepping Stones” MacMillan Transitional Reading Program, New York, NY: MacMillan.
  • Calderón, M. & Speigel-Coleman, S. (1985). Effective instruction for language minority students–from theory to practice. Teacher Education, 2(3).
  • Speigel-Coleman, S. & Calderón, M. (1984). California standard examination for bilingual competencies–teaching methodology. Sacramento, CA: California Commission on Teacher Credentialing.
  • Calderón, M. (1984). Application of innovation configurations to a trainer of trainers program – Bilingual Education Selected Papers Series, Los Angeles, CA: Evaluation Dissemination and Assessment Center
  • Calderón, M. (1984). Training bilingual trainers: an ethnographic study of coaching and its impact on the transfer of training. Doctoral dissertation, in Dissertation Abstracts and Claremont Graduate School/San Diego State University, 1984.
  • Calderón, M. (1984). Second language acquisition and organizational change through an effective training model – bilingual education selected paper series. Los Angeles, CA: Evaluation, Dissemination and Assessment Center.
  • Calderón, M. & Cummins, J. (1982). Communicative competence in bilingual education: theory and research. Dallas, TX: National Center for the Development of Bilingual Curriculum.
  • Calderón, M., Di Pietro, R. & Rubio, O. (1981). Methods and techniques for communicative competence. Dallas, TX: National Center for the Development of Bilingual Curriculum.
  • Calderón, M., Cummins, J. & Pusey, M. (1981). Assessing communicative competence. Dallas, TX: National Center for the Development of Bilingual Curriculum.
  • Calderón, M. & Belker, J. (1981). Management system for the bilingual education teacher training series. Dallas, TX: National Center for the Development of Bilingual Curriculum.
  • Success for All (SFA) Teachers’ Manuals
  • Calderón, M., Suppe, R., Flores, E. & Calderón, E. (1997). English Language Development Teachers’ Manual (PreK -6).
  • Calderón, M., Suppe, R., Roth, L., Flores, E. & Calderón, E. (1997). English as a Second Language Reading Roots Lessons and Manuals.
  • Rice, L., Madden, N. & Calderón, M. (1997). Lee Conmigo: Spanish Reading Series (K-2nd).
  • Farnish, A.M., Sauer, D., Livingston, M. & Calderón, M. (1997). Roots and Wings Teachers’ Manual (2nd-6th).
  • Other Teachers’ Manuals
  • Calderón, M., August, D. & Minaya-Rowe, L. (2004). Expediting comprehension for English language learners in science, social studies and language arts classrooms.
  • Calderón, M., López, S., Espino, L., Estrada, S. & Aragón, L.C. (2000; 2004). Lecto-Escritura: Manuales Para Maestros de K-5.
  • Calderón, M. (1999). A Call Center Curriculum for English Language Adult Learners.
  • Calderón, M. (1997). Teacher Learning Communities (TLC): Manual for Teachers and Teacher Trainers.
  • Calderón, M. (1997). Aprendizaje Cooperativo para la Educación Especial: Manual Para Maestros y Capacitadores.
  • Calderón, M. (1997). Aprendizaje Cooperativo para Secundarias: Manual Para Maestros y Capacitadores.
  • Calderón, M. (1984, 1986, 1990, 1994, 1997). Peer Coaching: Manual for Teachers and Teacher Trainers.
  • Calderón, M. (1979, 1984, 1986, 1990, 1994). Second Language Acquisition: Manual for Teachers and Teacher Trainers.
  • Calderón, M. (1984, 1986, 1990, 1994, 1996). Sheltered Instruction: Manual for Teachers and Teacher Trainers.
  • Calderón, M. (1984, 1986, 1990, 1994). Cooperative Learning: Manual for Teachers and Teacher Trainers.
  • Calderón, M. (1995). Cooperative Learning for Secondary Schools: Manual for Teachers and Teacher Trainers.
  • Calderón, M. (1990, 1995, 1996). Bilingual Cooperative Integrated Reading and Composition: Manual for Teachers and Teacher Trainers.
  • Calderón, M. (1994, 1996). Cooperative Learning for Math and Science: Manual for Teachers and Teacher Trainers.
  • Calderón, M. (1979, 1984, 1986). Models of Teaching and Peer Coaching Manual for Teachers and Teacher Trainers.
  • Calderón, M. (1990). Cooperative Learning for Higher Institutions: Manual for Teachers and Teacher Trainers.
  • Calderón, M. (1990, 1995). LectoEscritura Cooperativa Integrada (LECI): Manual Para Maestros y Capacitadores.
  • Calderón, M. (1995). Coaching y Comunidades de Aprendizaje: Manual Para Maestros y Capacitadores.