Tye G Campbell
Biographic Data
| ID | 4265750 |
|---|---|
| NAME | Tye G Campbell |
| GIVEN NAMES | Tye G |
| FAMILY NAME | Campbell |
| SIGNATURE | CAMPBELL T G |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0001-7827-8430 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Factors Influencing Young Children’s Mathematical Wellbeing in the United States
Mathematical wellbeing (MWB) is a relatively new construct that considers students’ subjective experiences of feeling good and functioning well while doing mathematics. While current literature on MWB is theoretically rich, empirical analyses have been limited to Australasian and Asian contexts. In this study, we use a nationally representative data set of 408 U.S. students aged 9–14 to explore how race, age, ethnicity, gender, and grades in math…
A new conceptual and analytic framework for collective engagement in mathematics
The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation
Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-c…
Preparing Elementary Preservice Teachers for Inquiry-Based Science and Mathematics Instruction Through a Novel Initiative
Professional noticing of coordinated mathematical thinking
Over the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture‐oriented mathematics instruction to inquiry‐based, dialogic forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision‐making practices i…
Using positioning theory to examine how students collaborate in groups in mathematics
No prominent works on this page.
Using positioning theory to examine how students collaborate in groups in mathematics
Professional noticing of coordinated mathematical thinking
Over the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture‐oriented mathematics instruction to inquiry‐based, dialogic forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision‐making practices i…
Preparing Elementary Preservice Teachers for Inquiry-Based Science and Mathematics Instruction Through a Novel Initiative
A new conceptual and analytic framework for collective engagement in mathematics
The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation
Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-c…
Factors Influencing Young Children’s Mathematical Wellbeing in the United States
Mathematical wellbeing (MWB) is a relatively new construct that considers students’ subjective experiences of feeling good and functioning well while doing mathematics. While current literature on MWB is theoretically rich, empirical analyses have been limited to Australasian and Asian contexts. In this study, we use a nationally representative data set of 408 U.S. students aged 9–14 to explore how race, age, ethnicity, gender, and grades in math…
Psychology (6 works) · Mathematics education (5 works) · Pedagogy (4 works) · Mathematics Education and Teaching Techniques (3 works) · Education and Technology Integration (2 works) · Innovative Teaching and Learning Methods (2 works) · Political science (2 works) · Sociology (2 works) · Teacher education (2 works) · Teacher Education and Leadership Studies (2 works)