Dr. Rebecca Goldstein

Profile

Secondary and Special Education

Dr. Rebecca Goldstein

Office: University Hall 2180
Phone: (973) 655-5191
Email: goldsteinr@mail.montclair.edu

           No Photo Available


Dr. Goldstein is Associate Professor of Teaching and Curriculum in the College of Education and Human Services. She teaches courses in the undergraduate and graduate K-12 professional sequences, the doctoral program in pedagogy, and serves as the Secretary of the Graduate Council.

 

Degrees

  • PhD University of Rochester
  • MS University of Rochester
  • BA Bucknell University

 

Career Appointments

 No information available


 

Publications

Resume/CV

Dr. Goldstein is Associate Professor of Teaching and Curriculum in the College of Education and Human Services. She teaches courses in the undergraduate and graduate K-12 professional sequences, the doctoral program in pedagogy, and serves as the Secretary of the Graduate Council.

Read Dr. Goldstein's Resume/CV



Publications

Goldstein, R. A. & Beutel, A. (2008). The Best Democracy Money Can Buy: NCLB in
Bush’s Neo liberal Marketplace (a.k.a., Revisioning History: The Discourses of Equality,
Justice and Democracy Surrounding NCLB). Journal of Education Controversy, 3(1).
[Available: http://www.wce.wwu.edu/Resources/CEP/eJournal/v003n001/a015.shtml].

Goldstein, R. (2007). Who you think I am, is not who I am: The multiple positionalities of urban student identities. In J.L. Kincheloe & K. Hayes (Eds.), City kids: Understanding them, appreciating them, and teaching them (pp. 97 107). New York: Peter Lang.

Goldstein, R. (2006) (Invited and Peer Reviewed). Oh Puhleeze! Learning youth culture. In S.Steinberg, P. Parmar, & P. Dachille (Eds.), Youth Culture: An International Encyclopedia. Greenwood Press.

Goldstein, R. (2005) (Peer Reviewed). Symbolic and institutional violence and student identity construction: In the name of education. Journal of Peace Education, 2(1), 33 52.

Goldstein, R (2004) (Peer Reviewed). Who needs the government to police us when we can do it ourselves The new Panopticon in teaching. Cultural Studies<> Critical Methodologies. 4(3), 320 328.

Goldstein, R. (2004) (Invited). Who are our urban students and what makes them so “different ” In S. Steinberg and J. Kincheloe (Eds.), Nineteen Questions about Urban Education (pp. 41 51). New York: Peter Lang.

Goldstein, R. (Spring, 2003) (Peer Reviewed). Discourse Production, Normativity, and Hegemony in an Urban History Classroom. Taboo: The Journal of Culture and Education, 7(1), 109 122.

Hursh, D., Goldstein, R., & Griffith, D. (2000) (Invited). Social Struggles: Schools and Universities Collaborating for Social Justice in Conservative Times. In D. Hursh & W. Ross (Eds.), Democratic social education: Social studies for social change. Hamden, CT: Garland.

Goldstein, R., Griffith, D., Ramdin, K., and Noble, D. (coordinator). (1998). Teacher’s World of Work: A Pre­service Curriculum for Teacher Education Programs. Rochester: The Rochester Labor Council.

Griffith, D., Goldstein, R., & Noble, D. (1998). Teachers and Their Work: A High School Curriculum Exploring the World of Teacher Work. Rochester, NY: The Rochester Labor Council.

Publications In Press  

Book Reviews

Goldstein, R. (2004). [Review of the book, Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World, 3rd. edition]. Anthropology of Education Quarterly. 36(4). (Invited).

Goldstein, R. (2004). [Review of the book, Listening to Urban Kids: School reform and the teachers they want]. Educational Studies. 35(1), 90 93. (Invited).

Goldstein, R. (2004). [Review of the book, Contextual teaching and learning].
Teachers College Record. 106(2), 397 400. (Invited).

Manuscripts In Review 

Goldstein, R. (Peer Reviewed). Imaging the frame: Media representations of teachers, their unions and NCLB. Education Policy.

Goldstein, R. (Peer Reviewed). Conflicts in value: The curriculum and identity construction. Critical Discourse Studies.

Goldstein, R. and Beutel, A. (Peer Reviewed). From “Soldiers of Democracy” to “Enemies of the State”: The rhetorical construction of teacher through No Child Left Behind. Journal of Critical Education Policy Studies.

Goldstein, R. (peer reviewed). Education in a gilded cage: No Child Left Behind, equity and social justice. Policy Futures in Education.

Manuscripts In Preparation

Goldstein, R. (in preparation). Engaged citizen or economic contributor NCLB and the redefinition of civic engagement.

Goldstein, R. (in preparation). Mediating the “post”racial: Images of urban education in the popular press.

Book

Goldstein, R. (Ed.). (2007). Useful Theory: Making Critical Education Practical. New York, NY: Peter Lang.

Includes the following author chapters:

Goldstein, R.A. and Beutel, A. Introduction: Why another book about theory
Goldstein, R.A. The Perilous Pitfalls of Praxis: Critical Pedagogy as a new ‘Regime of Truth”
Goldstein, R.A. It’s a conceptual thing: Learning to Live Critical Pedagogy 

 

Presentations

Conference Presentations 

Goldstein, R. (2008). Engaged citizen or economic contributor NCLB and the redefinition of civic engagement. Paper presented at the American Educational Research Association Annual Meeting, New York, NY.

Goldstein, R (2008). The New Rhetoric of Justice: Unions, Teachers, and Framing the No Child Left Behind Debate. Presented at the Midwestern Political Science Association Annual Conference, Chicago, IL. 

Goldstein, R. A. & Eldridge, D. (2006). Developing new partnerships in teacher leadership. Presented at the Annual meeting of the National Network For Educational Renewal, Cincinnati, Ohio, October, 2006. 

Robinson, J., Goldstein, R., Williamson, B., Quiñones, M., & Beutel, A. (2006). 
“Everything I get, I take back with me: Urban Teacher Education Graduates, Program Betterment, and Simultaneous Renewal. Presented at the Annual meeting of the National Network For Educational Renewal, Cincinnati, Ohio, October, 2006. 

Goldstein, R. A. and Onore, C. (2006) (Peer Reviewed). Preparing teachers for the inner city: Why is it important How do we do it Presented at the American Educational Research Association Annual Meeting, San Francisco, CA. 

Goldstein, R. (2005) (Peer Reviewed). Preparing urban teachers to be multicultural and democratic: A teacher educator learns about candidate’s assumptions and the inner city. To be presented at the National Network for Educational Renewal 2005 Annual Meeting, Myrtle Beach, South Carolina. 

Onore, C. & Goldstein, R. (2004) (Peer Reviewed). What matters most in teacher education for the inner city. Presented at the National Network for Educational Renewal 2004 Annual Meeting, St. Louis, Missouri. 

Goldstein, R. (2004). Social justice According to whom NCLB, issues of equity, and policy implications. (Peer Reviewed). Presented at the American Educational Research Association Annual Conference, 2004, San Diego, CA. 

Goldstein, R. (2004). (Peer Reviewed). Toward a pedagogy of positionality: Leaning to teach starting from the self. Presented at the American Educational Research Association Annual Conference, 2004, San Diego, CA. 

Goldstein, R. and Bontempo, B. (2004). (Peer Reviewed). Conducting a Narrative Analysis on a Tentative Reconciliation between Opposing Camps: Qualitative versus Quantitative Research. Presented at the American Educational Research Association Annual Conference, 2004, San Diego, CA. 

Goldstein, R. and Onore, C. (2004). (Peer Reviewed). Using multiple data sources to document the preparation of teachers for inner city teaching. Presented at the American Educational Research Association Annual Conference, 2004, San Diego, CA. 

Goldstein, R., Onore, C., Reed, J., Higley, L. (2004). (Peer Reviewed). Empowerment Evaluation as Ethnography. The 2004 University of Pennsylvania Urban Ethnography Conference (accepted but not presented). 

Goldstein, R. (2003). (Invited). Teaching for Diversity and Social Justice in Reactionary Conservative Times. Presented at the American Educational Research 
Association Annual Conference, 2003, Chicago, IL. 

Goldstein, R. (2002). (Peer Reviewed). Changing Times, Teacher Enculturation, and the Professional Development School. Presented at the National Network for Educational Renewal Annual Meeting, 2002, Parsipanny, NJ. 

Goldstein, R. (2002). (Peer Reviewed). Conflicts in Value: Students and Teachers Struggling over Hegemony and Knowledge Construction in Urban Classrooms. Presented at the American Educational Research Association Annual Conference, 2002, New Orleans, LA. 

Goldstein, R. (2002). (Peer Reviewed). Listening to Our Students: Lessons Learned about Diversity, Learning to Teach, and Professional Development Schools. Four Ethnographic Perspectives on Professional Development Schools Partnerships. Presented at the 2002 Urban Ethnography Conference, University of Pennsylvania, Philadelphia, PA. 

Goldstein, R. and Keiser, D. (2002). (Peer Reviewed). Digging Deeper: Posing Questions about Professional Development Schools, Diversity, and Change. Presented at the 2002 Southeast H.O.L.M.E.S. Group Annual Conference, Orlando, FL. 

Keiser, D., Taylor, M., Greb, F, & Goldstein, R. (2002). (Peer Reviewed). From flies on the wall to eggs in the batter: Four ethnographic perspectives on professional development school partnerships. A paper presented at the 2002 annual meeting of The Penn Graduate School of Education Ethnography in Education Research Forum. 

Goldstein, R. (2001). (Peer Reviewed). From Cross­purposes to Intersections: Discourse, Knowledge, and Community in Multicultural Classrooms. Presented at the American Educational Research Association Annual Conference, 2001, Seattle, WA. 

Goldstein, R. (1999). (Peer Reviewed). It’s More than about History: Negotiating Identities and the Social Studies Curriculum. Presented at the National Council for the Social Studies, 79th annual conference, Orlando, FL. 

Goldstein, R. (1996). (Peer Reviewed). High School Women and Identity: Towards a New Discourse of Adolescence. Presented at the Third Annual Interdisciplinary Graduate Students Conference, the Susan B. Anthony Institute, The University of Rochester, Rochester, NY. 

Goldstein, R. (1996). (Peer Reviewed). Critical Moments­ Safe Spaces: Some thoughts on exercising power in the classroom. Presented at the annual meeting of the New England Educational Research Organization, Portsmouth, NH. 

 Hursh, D., Goldstein, R., & Griffith, D. (1995). (Peer Reviewed). Social Struggles: Schools and Universities Collaborating for Social Justice in Conservative Times. Presented at the National Council for the Social Studies, 75th annual conference, Chicago, IL, November . 

Murphy, M. & Goldstein, R. (1995). (Peer Reviewed). Feminist Theory Production Outside the University: A Study of Teen­Aged Women. Co presented at the Susan B. Anthony Institute for Women's Studies Second Annual Graduate Student Conference.

 

Service

Professional Association Memberships

  • American Educational Research Association
  • National Council of the Social Studies 
  • Association for Supervision and Curriculum Development 
  • American Educational Studies Association

Reviewer for the following professional journals

  • Teachers College Record
  • Taboo: The Journal of Culture and Education 
  • Qualitative Inquiry

Other Types of Reviews

  • American Educational Research Association, Conference Proposals
  • Pearson Education (textbook publisher), Text prospectus reviewer

 

Awards

No information available

 

Projects

Scholarly Interests and Specialties

  • Urban education and urban teacher preparation
  • Teacher identity formation 
  • No Child Left Behind 
  • Social studies teacher preparation 
  • Urban student identity formation