Publications

Coming soon: a NEW book from Velazquez Press by Dr. Margarita Calderón & Dr. Hector Montenegro: Empowering LTELs with Social Emotional Learning, Language, Literacy and Content!
Click here to learn more!

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.

See below for a full list.

  • Calderón M. E. & Montenegro, H. (in press). EMPOWERING LTEL with social emotional learning, language, literacy and content. El Monte, CA: Velázquez Press.
  • Calderón, M.E. (2020). Getting Newcomers into the academic flow. In Educational Leadership. Vol. 77, No. 4, 68-73.
  • Calderón, M. E. & S. Slakk. (2020). From Teaching Content to Teaching Language and Content. (Chapter in Calderón, M.E., Dove, M., Fenner, D.S., Gottlieb, M., Honigsfeld, A., Singer T.W., Slakk, S., Soto, I., Zacarian, D. Breaking down the wall: essential shifts for English learners’ success.  Thousand Oaks: Corwin Press).
  • S. Slakk & Calderón, M. E. (2020). From Compliance to Excellence. (Chapter in Calderón, M.E., Dove, M., Fenner, D.S., Gottlieb, M., Honigsfeld, A., Singer T.W., Slakk, S., Soto, I., Zacarian, D. Breaking down the wall: essential shifts for English learners’ success.  Thousand Oaks: Corwin Press. Thousand Oaks: Corwin Press).
  • Calderón, M. E. & Slakk, S. (2019). Driving dual language forward. In Language Magazine. Vol. 19, No. 1, 35-38
  • Calderón, M. E. & S. Slakk. (2019). Success with Multicultural Newcomers and English Learners: Proven Practices for School Leadership Teams. Alexandria, VA: ASCD.   
  • 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.