Eric Camburn

Teaching Interests

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

The following is a representative sample of scheduled teaching.

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

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.

The following is a representative sample of 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. (2004). Assessing the validity of a language arts instruction log through triangulation. Elementary School Journal, 105, 49-74.

Camburn, E., Rowan, B., & Taylor, J. (2003). Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models. Educational Evaluation and Policy Analysis, 25(4), 347-373.

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

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