Eric Camburn

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CONTACTING US

Main Office

Educational Leadership & Policy Analysis
School of Education
UW-Madison
253 Education Building
1000 Bascom Mall
MadisonWI  53706-1326

Tel: 608/262-3106
Fax: 608/265-3135

Email: elpa@education.wisc.edu
or by contact form
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Dr. Eric Camburn

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Dr. Eric Camburn


Educational Leadership & Policy Analysis (ELPA)

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

camburn@wisc.edu

Curriculum Vitae

Education

Ph D, Education, Quantitative methods
University of Chicago

MA, Social Sciences (interdisciplinary)
University of Chicago

BA, Sociology
Illinois Benedictine College


 

 

Teaching Interests

I teach courses in school improvement, teacher leadership, and research methods

Scheduled Teaching

  • Fall 2016 - 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 2016 - 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
     
  • Fall 2016 - Surveys and Other Quantitative Data Collection Strategies
    Course Prefix: 305, Course Number: 827, Section: 002, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2016 - Teacher Leadership and Learning Communities
    Course Prefix: 305, Course Number: 780, Section: 001, Maximum Credit Hours: 4, Course Level: Graduate, Course Delivery Mode: On-line
     
  • Spring 2016 - Cooperative Program Off-Campus Term
    Course Prefix: 305, Course Number: 600, Maximum Credit Hours: 0, Course Level: Graduate
     
  • Spring 2016 - 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 2016 - Surveys and Other Quantitative Data Collection Strategies
    Course Prefix: 305, Course Number: 827, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2016 - Cooperative Program Off-Campus Term
    Course Prefix: 305, Course Number: 600, Section: 001, Maximum Credit Hours: 0, Course Level: Graduate, Course Delivery Mode: Other
     
  • Fall 2015 - 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
     
  • Fall 2015 - Teacher Leadership and Learning Communities
    Course Prefix: 305, Course Number: 780, Section: 001, Minimum Credit Hours: 3, Maximum Credit Hours: 4, Course Level: Graduate, Course Delivery Mode: On-line
     
  • Spring 2015 - 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 2015 - Surveys and Other Quantitative Data Collection Strategies
    Course Prefix: 305, Course Number: 827, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2015 - 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 2014 - 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 2014 - 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 2014 - 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 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 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 2013 - Surveys and Other Quantitative Data Collection Strategies
    Course Prefix: 305, Course Number: 940, Section: 002, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2013 - 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 2012 - 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 2012 - 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 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
     
  • 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 two areas: 1) factors that support instructional improvement, and 2) the use of survey methods for studying instructional improvement. Research in the first area is further broken down into two topics—how different kinds of professional learning experiences influence teachers’ engagement in professional learning and how leadership serves as a supportive resource for teacher improvement.

Publications

  • Camburn, E.M., & Han, S. (in press). Infrastructure for teacher reflection and instructional change: An exploratory study. Journal of Educational Change. pp. 1-23.
    Abstract: In the US, instruction reforms, especially those intended to help teachers move beyond typical teaching practices, have regularly fallen short of aspirations. An important reason for this state of affairs is that reforms, often fail to provide teachers sufficient infrastructure they need to overcome fundamental uncertainties of teaching. Progress has been made in recent years in developing conceptual frameworks that help explain why some professional learning experiences provided by infrastructure might be more effective than others. Despite the progress that has been made, however, these new ways of thinking have generally not made deep inroads into practice and there is a scarcity of research on what happens when new ideas about professional learning are put into practice. This study of 887 teachers in a large urban district attempts to address some of these gaps in the literature by investigating how teachers’ engagement in a range of different professional learning experiences provide through infrastructure is associated with two learning out- comes—reflective practice and changed literacy instructional practices. We found that teachers were more likely to reflect on their practice and change their literacy instruction when their learning experiences focused directly on classroom teaching. We also found that teachers who worked with coaches more often and who engaged in reflective practice more regularly were more likely to report changing their literacy teaching.
  • Camburn, E. (2013). The benefits of embedded learning opportunities for teachers. American Journal of Education Forum.
    Online Publication/Abstract
  • 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., & Sebastian, J., Factors affecting measurement error in teachers’ reports of instructional practice on surveys . Educational Policy.
  • Barnes, C., Camburn, E., Han, S., & Holmstrom, K. 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
    Accomplishments: Advised the Institute on the design of a strategy for measuring teachers' work and working conditions.
  • 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

The following is a representative sample of media contributions.

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