Eric Camburn

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Educational Leadership & Policy Analysis
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Dr. Eric Camburn
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Dr. Eric Camburn


Educational Leadership & Policy Analysis (ELPA)

270-E Education Building  binoculars icon
1000 Bascom Mall
Madison, WI 53706-1326
Office: 608/263-3697

ecamburn@education.wisc.edu

Education

1997 - Ph D, Education, Quantitative methods
University of Chicago

1989 - MA, Social Sciences (interdisciplinary)
University of Chicago

1983 - BA, Sociology
Illinois Benedictine College


 

 

Teaching Interests

I teach courses in quantitative research methods including a course in survey research.

Scheduled Teaching

  • Fall 2013 - Introduction to Quantitative Inquiry in Education
    Course Prefix: 305, Course Number: 940, Section: 002, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2013 - Introduction to Quantitative Inquiry in Education
    Course Prefix: 305, Course Number: 940, Section: 007, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 048, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2012 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 048, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2012 - Professional Development and Organizational Learning
    Course Prefix: 305, Course Number: 848, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 048, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 048, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 048, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2011 - Introduction to Quantitative Inquiry in Education
    Course Prefix: 305, Course Number: 940, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 048, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Applied Research in Educational Administration
    Course Prefix: 305, Course Number: 890, Section: 48, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 48, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 48, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Surveys & Other Quant Data Collection Strategies
    Course Prefix: 305, Course Number: 940, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 048, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 48, Course Level: Graduate
     
  • Fall 2010 - Introduction to Quantitative Inquiry in Education
    Course Prefix: 305, Course Number: 940, Section: 4, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 48, Course Level: Graduate
     
  • Spring 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 48, Course Level: Graduate
     
  • Spring 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 48, Course Level: Graduate
     
  • Spring 2010 - Surveys and Other Quantitative Data Collection Strategies
    Course Prefix: 305, Course Number: 940, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2009 - Research Methods and Procedures in Educational Administration
    Course Prefix: 305, Course Number: 725, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 48, Course Level: Graduate
     
  • Spring 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 48, Course Level: Graduate
     
  • Spring 2009 - Surveys and Other Quantitative Data Collection Strategies
    Course Prefix: 305, Course Number: 940, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 48, Course Level: Graduate
     
  • Fall 2008 - Advanced Research Methods in Educational Administration
    Course Prefix: 305, Course Number: 825, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2008 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 48, Course Level: Graduate
     
  • Fall 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 48, Course Level: Graduate
     
  • Spring 2008 - DRP Proseminar
    Course Prefix: 305, Course Number: 940, Section: 4, Maximum Credit Hours: 1, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 48, Course Level: Graduate
     
  • Summer 2008 - Applied Statistics for School Leaders
    Course Prefix: 305, Course Number: 940, Section: 004, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 48, Course Level: Graduate
     
  • Fall 2007 - DRP Proseminar
    Course Prefix: 305, Course Number: 940, Section: 005, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2007 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 48, Course Level: Graduate
     

Research Interests

My research focuses on instructional improvement, especially in urban public schools. My early work documented the difficulty low-income and minority students in urban schools have in negotiating the transitions from elementary school to high school and from high school to postsecondary education. My current research involves two related lines of inquiry: 1) investigation of factors that support instructional improvement, and 2) the use of survey methods for studying instructional improvement. Research in the first area is further divided into three related topics—how the nature of learning opportunities provided to teachers affect their improvement efforts, how leadership can serve as a resource that supports teachers’ improvement efforts, and how comprehensive reform programs can support instructional change.

Publications

  • Camburn, E., & Han, S.W. (2011). Two decades of generalizable evidence on U.S. instruction from National surveys. Teachers College Record. 113(3), 561-610.
  • Camburn, E., Sebastian, J., & Spillane, J.P. (2010). Assessing the utility of a daily log for evaluations involving school principals. Educational Administration Quarterly. 46(5), 707-737.
  • Camburn, E., Huff, J., Goldring, E., & May, H. (2010). Assessing the validity of annual surveys for measuring principal leadership practice. Elementary School Journal. 111(2), 314-335.
  • Barnes, C.A., Camburn, E., Sanders, B., & Sebastian, J. (2010). Developing instructional leaders: Using mixed methods to explore the black box of planned change in principals’ professional practice. Educational Administration Quarterly. 46(2), 241-279.
  • Camburn, E. (2010). Embedded teacher learning opportunities as a site for reflective practice: An exploratory study. American Journal of Education. 116(4), 463-490.
  • Camburn, E., & Barnes, C. Assessing the validity of a language arts instruction log through triangulation. Unpublished Manuscript, University of Wisconsin, Madison. 105, 49-74.
  • Camburn, E., Rowan, B., & Taylor, J. Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models. Unpublished Manuscript, University of Wisconsin, Madison. 25(4), 347-373.
  • Camburn, E., & Han, S.W., Factors affecting measurement error in teachers’ reports of instructional practice on surveys .
  • Barnes, C., Camburn, E., Holmstrom, K., & Han, S. Scaling up high quality literacy instruction in high poverty schools: resources and routines For Learning. Manuscript in preparation.

Presentations

  • Camburn, E. Representing Educational Practice Through Measurement: Implications for Inference, University of Pennsylvania IES Predoctoral Training Program, Philadelphia, PA.

Departmental Service

  • Peter Goff Tenure Committee
    Dates of Membership: 2012 - Pres.
  • Committee Chair. Period of Service: 2012 - Pres.

Public Service

  • National Science Foundation, REESE Panel
    Dates of Membership: Nov. 2012 - Nov. 2012
    Accomplishments: Reviewed research proposals utilizing "big data" techniques.
  • Reviewer, Grant Proposal. Period of Service: Nov. 2012 - Nov. 2012

  • Institute of Education Sciences Education Systems & Broad Reform Panel
    Dates of Membership: Aug. 2011 - Aug. 2013
  • Reviewer, Grant Proposal.

  • David L. Clark Seminar
    Dates of Membership: 2011 - 2011
  • Faculty Mentor. Period of Service: 2011 - 2011

  • William L. Boyd National Politics of Education Workshop
    Dates of Membership: 2010 - 2012
  • Faculty Mentor. Period of Service: 2010 - 2012

  • Journal reviewer
    Dates of Membership: 2006 - 2012
    Accomplishments: • American Educational Research Journal • American Journal of Education • Asia Pacific Education Review • Educational Administration Quarterly • Educational Evaluation and Policy Analysis • Elementary School Journal • International Studies in Educational Administration • Journal of Education for Students Placed At Risk • Journal of School Leadership • Journal of Teacher Education • Sociology of Education • Teachers College Record.
  • Reviewer, Journal Article. Period of Service: 2006 - 2011

  • Albert Shanker Institute
  • Advisor. Period of Service: Sep. 2012 - Sep. 2012

  • The Learning Partnership
    Accomplishments: Advised Partnership researchers on the design and conduct of ongoing research, and on proposals for new research.
  • Board Member. Period of Service: April 2010 - March 2013

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