Eric M Camburn
Biographic Data
| ID | 6270740 |
|---|---|
| NAME | Eric M Camburn |
| GIVEN NAMES | Eric M |
| FAMILY NAME | Camburn |
| SIGNATURE | CAMBURN E M |
| AFFILIATIONS | University of Missouri–Kansas City |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
How principals communicate expectations for raising academic performance and closing the achievement gap
Purpose This study investigates how teachers perceive their principals' communication of expectations, and how these perceptions differ based on teacher, principal and school characteristics, and the extent to which principals' communication of expectations is associated with student achievement. Design/methodology/approach This study leverages a variety of statistical approaches including multilevel confirmatory factor analysis, multiple regress…
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…
Embedded Teacher Learning Opportunities as a Site for Reflective Practice
Framed by sociocultural learning perspectives, this study examines whether embedded learning opportunities for teachers are more supportive of reflective practice than traditional professional development. All schools in this study implemented a comprehensive school reform program. The designs of the programs introduced embedded learning opportunities for teachers by adding teacher leadership positions and encouraging various forms of teacher col…
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 …
College Completion among Students from High Schools Located in Large Metropolitan Areas
This study uses High School and Beyond third follow-up data to analyze college completion rates for graduates of high schools located in the country's largest metropolitan areas. First, it examines the effects of race and socioeconomic status (SES) on degree attainment prospects. Next, three high school characteristics--high school type (public or private), high school location within the metropolitan area (city or suburb), and high school racial…
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 …
College Completion among Students from High Schools Located in Large Metropolitan Areas
This study uses High School and Beyond third follow-up data to analyze college completion rates for graduates of high schools located in the country's largest metropolitan areas. First, it examines the effects of race and socioeconomic status (SES) on degree attainment prospects. Next, three high school characteristics--high school type (public or private), high school location within the metropolitan area (city or suburb), and high school racial…
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…
Embedded Teacher Learning Opportunities as a Site for Reflective Practice
Framed by sociocultural learning perspectives, this study examines whether embedded learning opportunities for teachers are more supportive of reflective practice than traditional professional development. All schools in this study implemented a comprehensive school reform program. The designs of the programs introduced embedded learning opportunities for teachers by adding teacher leadership positions and encouraging various forms of teacher col…
College Completion among Students from High Schools Located in Large Metropolitan Areas
This study uses High School and Beyond third follow-up data to analyze college completion rates for graduates of high schools located in the country's largest metropolitan areas. First, it examines the effects of race and socioeconomic status (SES) on degree attainment prospects. Next, three high school characteristics--high school type (public or private), high school location within the metropolitan area (city or suburb), and high school racial…
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 …
Embedded Teacher Learning Opportunities as a Site for Reflective Practice
Framed by sociocultural learning perspectives, this study examines whether embedded learning opportunities for teachers are more supportive of reflective practice than traditional professional development. All schools in this study implemented a comprehensive school reform program. The designs of the programs introduced embedded learning opportunities for teachers by adding teacher leadership positions and encouraging various forms of teacher col…
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…
How principals communicate expectations for raising academic performance and closing the achievement gap
Purpose This study investigates how teachers perceive their principals' communication of expectations, and how these perceptions differ based on teacher, principal and school characteristics, and the extent to which principals' communication of expectations is associated with student achievement. Design/methodology/approach This study leverages a variety of statistical approaches including multilevel confirmatory factor analysis, multiple regress…
Psychology (6 works) · Mathematics education (5 works) · Academic achievement (4 works) · Political science (4 works) · Sociology (4 works) · Early Childhood Education and Development (3 works) · Teacher Education and Leadership Studies (3 works) · Collaborative Teaching and Inclusion (2 works) · Demography (2 works) · Demography (2 works)