Tammy Campbell

Tammy Campbell
The London School of Economics and Political Science | LSE · Centre for Analysis of Social Exclusion (CASE)

PhD

About

25
Publications
5,175
Reads
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167
Citations
Introduction
British Academy Postdoctoral Fellow, based in the LSE’s Centre for Analysis of Social Exclusion. Completed PhD at the UCL Institute of Education. Previously Government Social Researcher; before that, worked with children and young people, in London, Japan, and Norway. Main interests span childhood and education; social, structural, and psychological processes causing inequalities and shaping lives; intended and unintended ways in which policies play out. @_TammyCampbell
Additional affiliations
October 2018 - present
The London School of Economics and Political Science
Position
  • PostDoc Position
April 2018 - September 2018
The London School of Economics and Political Science
Position
  • Research Associate
February 2016 - March 2018
The London School of Economics and Political Science
Position
  • Research Officer

Publications

Publications (25)
Article
Full-text available
There is evidence that teacher judgements and assessments of primary school pupils can be systematically biased. This paper tests the proposal that stereotyping plays a part in creating these judgement inequalities and is instrumental in achievement variation according to income-level, gender, special educational needs status, ethnicity and spoken...
Article
Full-text available
This paper analyses English Millennium Cohort Study data (N = 4463). It examines two respective predictors of children’s maths self-concept at age 11: earlier in-class maths ‘ability’ group and earlier teacher judgements of children’s maths ‘ability/attainment’ (both at age seven). It also investigates differential associations by maths cognitive t...
Research
Full-text available
This working paper uses de-identified National Pupil Database records spanning 2008 – 2018 (N children=6 million+) to map disproportionalities by birth season and gender in attributions of levels of Special Educational Needs and Disabilities (SENDs) and ascriptions of SEND types. It also maps disparities in attribution to Reception children of an E...
Article
The Early Years Foundation Stage Profile (EYFSP) is a statutory, summative teacher assessment against nationally prescribed criteria. It is completed for all children in state education in England in summer of the reception year, when September‐born children are nearly 6 and summer‐born children are turning 5. This research uses quantitative descri...
Article
Full-text available
This paper examines the existing literature on what the Free School Meals (‘FSM’) measure in the National Pupil Database (NPD) can proxy, and on ways in which the measure is used and understood. Through new empirical analyses of data for Reception-aged children in the NPD, and of the DWP’s Household Below Average Income (HBAI) data, it then highlig...
Article
Evidence suggests that early education can promote children’s development and narrow attainment gaps between those from lower-income and higher-income families. However, realisation of these potential benefits depends on many factors, feasibly including peer composition. We use national census data for a year-group cohort of children in England in...
Article
Background International evidence indicates relationships between pre-pregnancy body mass index (BMI) and breastfeeding behaviours. This study aims to assess associations between key points in the breastfeeding trajectory (initiation, early cessation and longevity) and pre-pregnancy BMI in a recent, nationally representative British cohort. It also...
Presentation
Full-text available
Presentation to Department for Education, 6th July 2018. “Universal” early education and care: who is funded by the free fifteen hours entitlement for longest? Tracking access among the 2006/07-born cohort. Based on journal article: https://onlinelibrary.wiley.com/doi/abs/10.1002/berj.3445 Blog: https://www.bera.ac.uk/blog/closing-the-gap-in-acces...
Research
Blog: https://www.bera.ac.uk/blog/closing-the-gap-in-access-to-free-universal-early-education-what-affects-participation-among-low-income-families
Article
Full-text available
For over a decade, all three‐year‐olds in England have been entitled to a free part‐time early education place. One aim of this policy is to close developmental gaps between higher‐income and low‐income children. However, the success of the initiative depends on children accessing the places. Using the National Pupil Database, we examine all autumn...
Poster
Full-text available
Associated blog: https://www.bera.ac.uk/blog/closing-the-gap-in-access-to-free-universal-early-education-what-affects-participation-among-low-income-families Journal article: https://onlinelibrary.wiley.com/doi/abs/10.1002/berj.3445
Article
Full-text available
This paper tests the hypothesis that stream placement influences teacher judgements of pupils, thus investigating a route through which streaming by 'ability' may contribute to inequalities. Regression modelling of data for 800+ 7-year-olds taking part in the Millennium Cohort Study examines whether teachers' reported perceptions of 'ability and at...
Presentation
Full-text available
Describes background and initial analyses for research investigating the following questions: 1. To what extent are children clustered by characteristic within pre-school settings in the year immediately preceding school reception? 2. Does the constitution of a child’s pre-school peer group appear to influence her/his early progress through primary...
Research
Blog: https://theconversation.com/who-benefits-when-summer-born-children-start-school-later-47383
Research
Blog: https://theconversation.com/how-stereotypes-reinforce-inequalities-in-primary-school-43127
Article
Full-text available
There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn-born pupils consistently attain at higher levels than summer-born pupils. Analysis here investigates a possible channel of this relative age effect...
Article
Full-text available
Background: Evidence indicates that teachers can judge pupils on the basis of their physical appearance, including their body shape. Teacher bias towards obese pupils has been suggested as a potential pathway through which obese children attain relatively lower academic levels. The aim of this study was to investigate whether teachers' judgements...

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