Carol Campbell

PhD (University of Strathclyde)
Associate Professor
 

Email: carol.campbell@utoronto.ca
Tel: 416 978 1266

 Professional Commitments and Research Interests

Carol Campbell is committed to advancing the use of research and evidence to inform, understand and contribute to educational change strategies involving policies and practices to strengthen professional capacity and to improve student opportunity, learning, achievement and equity. She is particularly interested in whole system reforms for large-scale change leveraging evidence of effective and promising practices within and across classrooms, schools, districts, provinces/states and countries.

Carol’s research and teaching includes attention to:
• Whole system reform and large-scale change strategies
• Content, implementation and impact of education policies, K-12
• Leadership values, roles, styles and behaviours
• Roles, capacities and effectiveness of school districts
• School improvement strategies in a range of contexts
• Teaching and learning systems to support both professional learning and student learning linked to classroom practice
• Policies and practices to tackle disadvantage and to advance social justice, opportunity policy and equity for students and educators
• Use of research, evaluation and data to inform policy and practice
• Knowledge mobilization and research capacity building strategies

Selected Publications

Pervin, B. and Campbell, C. (2011) ‘Systems for Teacher and Leader Effectiveness and Quality: Ontario, Canada’, in L. Darling-Hammond and R. Rothman (Eds) Teacher and Leader Effectiveness in High-Performing Education Systems. Washington, D.C.: Alliance for Excellent Education and Stanford, CA: Stanford Center for Opportunity Policy in Education.

Campbell, C. and Levin, B. (2009) ‘Using Data to Support Educational Improvement’, Educational Assessment, Evaluation and Accountability, Vol. 21, No. 1, pp. 47-65.

Cooper, A.M., Levin, B. and Campbell, C. (2009) ‘The Growing (But Still Limited) Importance of Evidence in Education Policy and Practice’, Journal of Educational Change, Vol. 10, No. 2-3, pp.159-171.

Campbell, C., Comper, J. and Winton, S. (2007, Feb.) ‘Successful and Sustainable Practices for Raising Student Achievement in Literacy and Numeracy’, Changing Perspectives – ASCD Ontario, pp.31-36.

Campbell, C. and Whitty, G. (2007) Section Editors – United Kingdom. In W. T. Pink and G. W. Noblit (Eds) International Handbook of Urban Education (Springer International Handbooks of Education, Vol. 19). Dordrecht: Springer.

Campbell, C. and Fullan, M. (2006) ‘Unlocking Potential for Learning: Effective District-Wide Strategies to Raise Student Achievement in Literacy and Numeracy – Project Report’, in Campbell, C., Fullan, M. and Glaze, A. (series editors) Unlocking Potential for Learning: Effective District-Wide Strategies to Raise Student Achievement in Literacy and Numeracy. Queen’s Printer for Ontario: Ontario Ministry of Education.

Campbell, C. (2005) ‘What Difference Does A Middle Tier Make for School Reform?’, Journal of Educational Change, Vol. 6 No. 1, pp.77-86.

Campbell, C., Gold, A. and Lunt, I. (2003) ‘Articulating Leadership Values in Action: Conversations with school leaders’, International Journal of Leadership in Education, Vol. 6 No. 3, pp.203-222.

Sammons, P., Power, S., Robertson, P., Elliot, K., Campbell, C. and Whitty, G. (2003) Insight 7: Key Findings from the National Evaluation of New Community Schools Pilot Programme in Scotland. Edinburgh: Scottish Executive Education Department.

Campbell, C. (Editor) (2002) Developing Inclusive Schooling: Perspectives, policies and practices. (Bedford Way Series) London: Institute of Education, University of London.

Campbell, C. (2001) ‘School-Based Management: An evaluation of policy and practice in Scotland’, International Studies in Educational Administration, Vol. 29, No. 1, pp. 2-18.

Campbell, C., Gillborn, D., Lunt, I., Sammons, P., Vincent, C., Warren, S., Whitty, G. and Robertson, P. (2001) Interchange 66: Review of Developments in Inclusive Schooling. Edinburgh: Scottish Executive Education Department.


Selected Conference Papers, Keynotes, Presentations

Campbell, C. (2010) How Does the World Assess Student Learning? Invited keynote to Asia Society Partnership for Global Learning Annual Conference.

Campbell, C. and Fulford, D. (2009) From Knowledge Generation to Knowledge Integration: Analysis of How a Government Uses Research. Paper presented to American Educational Research Association Annual Meeting.

Campbell, C. (2008) Building Capacity with a Focus on Results: The Literacy and Numeracy Strategy. Paper presented to American Educational Research Association Annual Meeting and to Canadian Society for Studies in Education.

Campbell, C. (2008) Putting Research into Action: From Evidence-Based Decisions to Systemic Educational Improvement. Invited keynote to Barrie Region Managing Information for Student Achievement (MISA) Professional Network Centre Research Conference.

Glaze, A. and Campbell, C. (2007) Putting Literacy and Numeracy First: Using Research and Evidence to Support Improved Student Achievement. Paper presented to American Educational Research Annual Meeting.