Eric Camburn
Biographic Data
| ID | 5010391 |
|---|---|
| NAME | Eric Camburn |
| GIVEN NAMES | Eric |
| FAMILY NAME | Camburn |
| SIGNATURE | CAMBURN E |
| AFFILIATIONS | University of Michigan |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Variation in teachers' daily situational motivation across professional activities
BACKGROUND AND AIMS: Drawing on self-determination theory, we investigated: How does teacher motivation vary over time? How does motivation vary across activity contexts? What is the association between teachers' motivation and affect? SAMPLE: One hundred sixty teachers in two districts in the Northeastern United States. METHOD: Using a day reconstruction method (DRM) instrument, we measured teachers' daily work activities, and their motivation a…
The Signaling Power of Unexcused Absence from School
State and national school accountability policies situate preventing chronic absenteeism on par with meeting state standardized test benchmarks. We question relying on school attendance as both a component of accountability policies and a means of enhancing equity in schools. Our research suggests out-of-school factors unrelated to missed instruction account for most of the associations between absences and test score achievement—with unexcused a…
Professional Community in Chicago Elementary Schools
Professional community is receiving markedly increased attention as part of both practitioner and scholarly efforts to promote improvements in instruction and student learning. Interest in this area joins two previously distinct literatures, one dealing with the benefits of communal school organization and another with enhanced teacher professionalism, to formulate a theoretical framework for a school-based professional community. Using data from…
Risk and Recovery From Course Failure in the Early Years of High School
For many urban adolescents, the transition to and early years of high school are a time of academic difficulty and increasing school disengagement. In Chicago, over 40% of ninth graders fail one or more major subjects in the first semester. This article examines patterns in the relative risk of course failure and recovery from failure over the first four semesters of high school in one urban school system. It examines how failure rates vary as a …
Risk and Recovery From Course Failure in the Early Years of High School
For many urban adolescents, the transition to and early years of high school are a time of academic difficulty and increasing school disengagement. In Chicago, over 40% of ninth graders fail one or more major subjects in the first semester. This article examines patterns in the relative risk of course failure and recovery from failure over the first four semesters of high school in one urban school system. It examines how failure rates vary as a …
Variation in teachers' daily situational motivation across professional activities
BACKGROUND AND AIMS: Drawing on self-determination theory, we investigated: How does teacher motivation vary over time? How does motivation vary across activity contexts? What is the association between teachers' motivation and affect? SAMPLE: One hundred sixty teachers in two districts in the Northeastern United States. METHOD: Using a day reconstruction method (DRM) instrument, we measured teachers' daily work activities, and their motivation a…
Professional Community in Chicago Elementary Schools
Professional community is receiving markedly increased attention as part of both practitioner and scholarly efforts to promote improvements in instruction and student learning. Interest in this area joins two previously distinct literatures, one dealing with the benefits of communal school organization and another with enhanced teacher professionalism, to formulate a theoretical framework for a school-based professional community. Using data from…
Risk and Recovery From Course Failure in the Early Years of High School
For many urban adolescents, the transition to and early years of high school are a time of academic difficulty and increasing school disengagement. In Chicago, over 40% of ninth graders fail one or more major subjects in the first semester. This article examines patterns in the relative risk of course failure and recovery from failure over the first four semesters of high school in one urban school system. It examines how failure rates vary as a …
The Signaling Power of Unexcused Absence from School
State and national school accountability policies situate preventing chronic absenteeism on par with meeting state standardized test benchmarks. We question relying on school attendance as both a component of accountability policies and a means of enhancing equity in schools. Our research suggests out-of-school factors unrelated to missed instruction account for most of the associations between absences and test score achievement—with unexcused a…
Variation in teachers' daily situational motivation across professional activities
BACKGROUND AND AIMS: Drawing on self-determination theory, we investigated: How does teacher motivation vary over time? How does motivation vary across activity contexts? What is the association between teachers' motivation and affect? SAMPLE: One hundred sixty teachers in two districts in the Northeastern United States. METHOD: Using a day reconstruction method (DRM) instrument, we measured teachers' daily work activities, and their motivation a…
Psychology (4 works) · Mathematics education (3 works) · Political science (3 works) · Academic achievement (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Parental Involvement in Education (2 works) · Social Psychology (2 works) · Sociology (2 works) · Youth Substance Use and School Attendance (2 works)