Tammy Campbell
Biographic Data
| ID | 4238534 |
|---|---|
| NAME | Tammy Campbell |
| GIVEN NAMES | Tammy |
| FAMILY NAME | Campbell |
| SIGNATURE | CAMPBELL T |
| AFFILIATIONS | London School of Economics and Political Science |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 40 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Serving their communities? The under-admission of children with disabilities and ‘special educational needs’ to ‘faith’ primary schools in England
Around 28 per cent of state primary school children attend 'faith' establishments in England, the majority in Catholic or Church of England schools.Research suggests 'faith' schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]).This paper examines whether they also under-admit children 'disadvantaged' according to another key dimension: having special educational needs …
Relative age and the Early Years Foundation Stage Profile
The Early Years Foundation Stage Profile (EYFSP) is a statutory, summative teacher assessment against nationally prescribed criteria. It is completed for all children in state education in England in summer of the reception year, when September‐born children are nearly 6 and summer‐born children are turning 5. This research uses quantitative descriptive and regression analyses of de‐identified National Pupil Database records spanning 2008–2018 ( …
In-class ‘ability’-grouping, teacher judgements and children’s mathematics self-concept
This paper analyses English Millennium Cohort Study data (N = 4463). It examines two respective predictors of children’s maths self-concept at age 11: earlier in-class maths ‘ability’ group and earlier teacher judgements of children’s maths ‘ability/attainment’ (both at age seven). It also investigates differential associations by maths cognitive test score at seven (which proxies maths skill), and by gender. In the sample overall, controlling fo…
The peer composition of pre-school settings in England and early recorded attainment among low-income children
Evidence suggests that early education can promote children’s development and narrow attainment gaps between those from lower-income and higher-income families. However, realisation of these potential benefits depends on many factors, feasibly including peer composition. We use national census data for a year-group cohort of children in England in 2011, to answer two questions: how are low-income children distributed across pre-schools; and what …
Pre-pregnancy body mass index and breastfeeding initiation, early cessation and longevity
BACKGROUND: International evidence indicates relationships between pre-pregnancy body mass index (BMI) and breastfeeding behaviours. This study aims to assess associations between key points in the breastfeeding trajectory (initiation, early cessation and longevity) and pre-pregnancy BMI in a recent, nationally representative British cohort. It also aims to explore in the British context potential moderation by mothers' ethnic group. METHODS: The…
Universal’ early education
For over a decade, all three‐year‐olds in England have been entitled to a free part‐time early education place. One aim of this policy is to close developmental gaps between higher‐income and low‐income children. However, the success of the initiative depends on children accessing the places. Using the National Pupil Database, we examine all autumn‐born four‐year‐olds attending in January 2011, and ask whether they started attending when first el…
Stereotyped at Seven? Biases in Teacher Judgement of Pupils' Ability and Attainment
There is evidence that teacher judgements and assessments of primary school pupils can be systematically biased. This paper tests the proposal that stereotyping plays a part in creating these judgement inequalities and is instrumental in achievement variation according to income-level, gender, special educational needs status, ethnicity and spoken language. Using 2008 data for almost 5,000 pupils from the Millennium Cohort Study, it demonstrates …
Stratified at seven
There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn‐born pupils consistently attain at higher levels than summer‐born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed…
From beyond to within their grasp
Four experiments were conducted to assess infants ability to solve isomorphic problems and to explore the nature of early representations. Ten- and 13-month-olds attempted to solve problems that required combining 2 subgoals to bring a toy (goal object) within reach. A problem-series paradigm was used in which 3 tasks differing in surface features but sharing common goal structures and similar solutions were presented. The results indicate that 1…
From beyond to within their grasp
Four experiments were conducted to assess infants ability to solve isomorphic problems and to explore the nature of early representations. Ten- and 13-month-olds attempted to solve problems that required combining 2 subgoals to bring a toy (goal object) within reach. A problem-series paradigm was used in which 3 tasks differing in surface features but sharing common goal structures and similar solutions were presented. The results indicate that 1…
Stereotyped at Seven? Biases in Teacher Judgement of Pupils' Ability and Attainment
There is evidence that teacher judgements and assessments of primary school pupils can be systematically biased. This paper tests the proposal that stereotyping plays a part in creating these judgement inequalities and is instrumental in achievement variation according to income-level, gender, special educational needs status, ethnicity and spoken language. Using 2008 data for almost 5,000 pupils from the Millennium Cohort Study, it demonstrates …
Universal’ early education
For over a decade, all three‐year‐olds in England have been entitled to a free part‐time early education place. One aim of this policy is to close developmental gaps between higher‐income and low‐income children. However, the success of the initiative depends on children accessing the places. Using the National Pupil Database, we examine all autumn‐born four‐year‐olds attending in January 2011, and ask whether they started attending when first el…
Stratified at seven
There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn‐born pupils consistently attain at higher levels than summer‐born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed…
Relative age and the Early Years Foundation Stage Profile
The Early Years Foundation Stage Profile (EYFSP) is a statutory, summative teacher assessment against nationally prescribed criteria. It is completed for all children in state education in England in summer of the reception year, when September‐born children are nearly 6 and summer‐born children are turning 5. This research uses quantitative descriptive and regression analyses of de‐identified National Pupil Database records spanning 2008–2018 ( …
The peer composition of pre-school settings in England and early recorded attainment among low-income children
Evidence suggests that early education can promote children’s development and narrow attainment gaps between those from lower-income and higher-income families. However, realisation of these potential benefits depends on many factors, feasibly including peer composition. We use national census data for a year-group cohort of children in England in 2011, to answer two questions: how are low-income children distributed across pre-schools; and what …
From beyond to within their grasp
Four experiments were conducted to assess infants ability to solve isomorphic problems and to explore the nature of early representations. Ten- and 13-month-olds attempted to solve problems that required combining 2 subgoals to bring a toy (goal object) within reach. A problem-series paradigm was used in which 3 tasks differing in surface features but sharing common goal structures and similar solutions were presented. The results indicate that 1…
Stratified at seven
There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn‐born pupils consistently attain at higher levels than summer‐born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed…
Stereotyped at Seven? Biases in Teacher Judgement of Pupils' Ability and Attainment
There is evidence that teacher judgements and assessments of primary school pupils can be systematically biased. This paper tests the proposal that stereotyping plays a part in creating these judgement inequalities and is instrumental in achievement variation according to income-level, gender, special educational needs status, ethnicity and spoken language. Using 2008 data for almost 5,000 pupils from the Millennium Cohort Study, it demonstrates …
Pre-pregnancy body mass index and breastfeeding initiation, early cessation and longevity
BACKGROUND: International evidence indicates relationships between pre-pregnancy body mass index (BMI) and breastfeeding behaviours. This study aims to assess associations between key points in the breastfeeding trajectory (initiation, early cessation and longevity) and pre-pregnancy BMI in a recent, nationally representative British cohort. It also aims to explore in the British context potential moderation by mothers' ethnic group. METHODS: The…
Universal’ early education
For over a decade, all three‐year‐olds in England have been entitled to a free part‐time early education place. One aim of this policy is to close developmental gaps between higher‐income and low‐income children. However, the success of the initiative depends on children accessing the places. Using the National Pupil Database, we examine all autumn‐born four‐year‐olds attending in January 2011, and ask whether they started attending when first el…
The peer composition of pre-school settings in England and early recorded attainment among low-income children
Evidence suggests that early education can promote children’s development and narrow attainment gaps between those from lower-income and higher-income families. However, realisation of these potential benefits depends on many factors, feasibly including peer composition. We use national census data for a year-group cohort of children in England in 2011, to answer two questions: how are low-income children distributed across pre-schools; and what …
In-class ‘ability’-grouping, teacher judgements and children’s mathematics self-concept
This paper analyses English Millennium Cohort Study data (N = 4463). It examines two respective predictors of children’s maths self-concept at age 11: earlier in-class maths ‘ability’ group and earlier teacher judgements of children’s maths ‘ability/attainment’ (both at age seven). It also investigates differential associations by maths cognitive test score at seven (which proxies maths skill), and by gender. In the sample overall, controlling fo…
Relative age and the Early Years Foundation Stage Profile
The Early Years Foundation Stage Profile (EYFSP) is a statutory, summative teacher assessment against nationally prescribed criteria. It is completed for all children in state education in England in summer of the reception year, when September‐born children are nearly 6 and summer‐born children are turning 5. This research uses quantitative descriptive and regression analyses of de‐identified National Pupil Database records spanning 2008–2018 ( …
Serving their communities? The under-admission of children with disabilities and ‘special educational needs’ to ‘faith’ primary schools in England
Around 28 per cent of state primary school children attend 'faith' establishments in England, the majority in Catholic or Church of England schools.Research suggests 'faith' schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]).This paper examines whether they also under-admit children 'disadvantaged' according to another key dimension: having special educational needs …
Psychology (8 works) · Early Childhood Education and Development (6 works) · Demography (5 works) · Developmental psychology (5 works) · Sociology (5 works) · Cohort (4 works) · Parental Involvement in Education (4 works) · School Choice and Performance (4 works) · Educational attainment (3 works) · Mathematics (3 works)