Opportunities to Learn for Students Marginalized Educationally, Educational Inequity, Quantitative Research Methods, Mixed Methods Research Methods, Program Evaluation
Postdoctoral Research Fellow, University of Michigan, School of Education, Educational Studies, 2014-2017
Campbell, S. L. & Ronfeldt, M. (2018). Observational evaluation of teachers: Measuring more than we bargained for? American Educational Research Journal.
Ronfeldt, M & Brockman, S., & Campbell, S. L. (2018). Does cooperating teachers’ instructional effectiveness improve preservice teachers’ future performance? Educational Review.
Ronfeldt, M., & Campbell, S. L. (2016). Evaluating teacher preparation using graduates’ observational ratings. Educational Evaluation and Policy Analysis, 38(4), 603-625.
Henry, G. T., Purtell, K. M., Bastian, K. C., Fortner, C. K., Thompson, C. L., Campbell, S. L., & Patterson, K. M. (2014). The effects of teacher entry portals on student achievement. Journal of Teacher Education, 65(1), 7-23.
Henry, G. T., Campbell, S. L., Thompson, C. L., Patriarca, L. A., Luterbach, K. J., Lys, D. B., & Covington, V. M. (2013). The predictive validity of measures of teacher candidate programs and performance toward an evidence-based approach to teacher preparation. Journal of Teacher Education, 64(5), 439-453.
Campbell, S. L. (2012) For colored girls? Factors that influence teacher recommendations in advanced math courses for Black girls. The Review of Black Political Economy, 39(4), 389-402.
Campbell, S.L. (in press). Forgive Them Father: Understanding Acts of Violence Towards Black Women in Higher Education. In Sankofa Waters, B., Evans-Winters, V., & Love, B. (Eds.), Twenty years of “Miseducation” and Black girlhood: The Lauryn Hill reader. New York, NY: Peter Lang Publishing.
Campbell, S. L. (in press). Capitalizing on achievement: A critical examination of school-based mentoring programs and student achievement. Sense Publishers.