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Professor Jim Campbell



Emeritus Professor


University of Warwick
Email:j dot campbell at warwick dot ac dot uk


My research interests include: policy and practice in primary education; curriculum theory and curriculum change; education policy; educational effectiveness; teacher training and development; the education of children identified as gifted.

I have also researched in a minor way the leadership delusion in education.



After an undergraduate degree in Classics and Moral Philosophy, I taught in a primary school, two secondary (comprehensive) schools and a further education college. I then worked as a research officer in the Curriculum Research Unit at London University's Institute of Education, before moving to Coventry College of Education and to Warwick University in 1978. I was appointed to a personal professorship in 1991 and was elected Director of WIE from 1997-2002. I became emeritus professor upon my retirement in 2007. I was Director of Research at the National Academy for Gifted and Talented Youth from 2004-2007. I have held visiting Professorships at the University of Eastern Michigan in Ypsilanti, The University of Cyprus in Nicosia, The Cyprus International Institute of Management in Nicosia and the University of Plymouth, UK. I have been external examiner in a large number of universities, including Bristol, Cambridge, Exeter, Leicester, London, Oxford, Ulster, and the Nanyang Technological University in Singapore. I have supervised over forty research theses to successful completion, and have published 12 books and over 100 articles, book chapters and research reports.

I have tried, with varying degrees of success, to conduct research that makes an impact. My empirical case studies of primary school curriculum innovation advocated a move to more specialised subject teaching in primary schools, now pretty much universal practice, while research with my colleague Sean Neill demonstrated empirically the unmanageability of the national curriculum, and led to an invitation to present findings to Sir Ron Dearing as he led the Government's review of the school curriculum, to civil servants, and interviews on TV and radio news bulletins. Both these projects were disseminated widely to the profession, through local authority conferences and annual conferences of teacher unions. Research with colleagues Leonidas Kyriakides, Daniel Muijs and Wendy Robinson, published as a book and papers in international journals helped to revise theorising on teacher effectiveness, and led to an entry on Evaluating Teacher Quality and Practice in the new edition of the International Encyclopaedia of Education. More recently my research on gifted education, published as books with colleagues Wendy Robinson and Laura Mazzoli Smith, and in international journals, has contributed to understanding effectiveness in teaching gifted students and how working class families of gifted students construct giftedness.

I am on the editorial board of Education 3-13 and Gifted and Talented International, a member of the Association for the Study of Primary Education, British Educational Research Association, American Educational Research Association, Phi Delta Kappa, and, since 2001, have had an entry in Who's Who as an educationalist.

Since 1987 I have directed some twenty-five research projects, amounting to roughly £2.3 million


I am currently working on a book with Laura Mazzoli Smith arising from Laura's PhD, investigating how working class families understand, and are affected by, policy on gifted education. It is due out in Summer 2012, to be published by Sense publishers. Together with Laura, I am writing an article for Gifted and Talented International, critiquing the way Westernised conceptions of giftedness have exercised dominance in the giftedness field, and arguing for a more culturally sensitive research paradigm.

I have published two critiques of the Cambridge Primary Review, (see the publications list below) arguing that it missed an opportunity to influence policy, and that its treatment of curriculum and pedagogy was deeply flawed. I continue to write and lecture on this topic.

With Professor David Burghes, (Univeristy of Plymouth), I am researching international dimensions to the training of mathematics teacher.


  • Mazzoli Smith, L. and Campbell, R.J. (2012, forthcoming) Family Education and Giftedness: case studies in the construction of high achievement, London and New York: Sense
  • Robinson, W and Campbell R.J. (2010) Effective Teaching in Gifted Education, London, RoutledgeFalmer, pp168
  • Campbell, R.J., Kyriakides, L., Muijs, D., Robinson, W. (2004) Assessing Teacher Effectiveness, London, Routledge Falmer pp. 228
  • Campbell, R.J., Neill, S.R.StJ. (1994) Primary Teachers at Work, London, Routledge, pp.242
  • Campbell, R.J., Neill, S.R.StJ. (1994) Secondary Teachers at Work, London, Falmer Press, pp.247
  • Campbell, R.J., Neill, S.R.StJ. (1994) Curriculum Reform at Key Stage 1: Teacher Commitment and Policy Failure, London, Longman, pp.163
  • Evans, L., Packwood, A., Neill, S.R.StJ., Campbell, R.J. (1994) The Meaning of Infant Teachers’ Work, London, Routledge, pp.290
  • Campbell R. J. and Mazzoli Smith, L (2012, forthcoming) 'The Recognition of Cultural Bias in Researching those labelled Gifted: an overdue perspective' Gifted and Talented International.
  • Campbell R.J. (2010) ‘Conservative Curriculum and Partial Pedagogy: a critique of proposals in the Cambridge Primary Review,’ Forum, 52,1, 25-36
  • Campbell R. J. (2011) 'State Control, Religious Deference and Cultural Reproduction: some problems with theorising curriculum and pedagogy in the Cambridge Primary Review' Education 3-13, Autumn 2011
  • Campbell R. J., Eyre, D., Muijs, R.D., Neelands, J.G.A and Robinson, W. (2009) ‘The English Model: policy, context and challenges,’ Gifted and Talented International, 22,1 pp 47-55
  • Campbell, R.J, Robinson, W., Neelands, J., Hewston R. and Mazzoli, L. (2007) ‘Personalised Learning: ambiguities in theory and practice,’ British Journal of Educational Studies, Vol 55,2, pp135-154
  • Campbell, R.J., Muijs, R.D., Neelands, J, Robinson, W., Eyre,D and Hewston R (2007) ‘The Social Origins of Gifted and Talented Students in England: a geo-demographic analysis,’ Oxford Review of Education 33.1, pp.103-120
  • Campbell, R.J., Kyriakides, L., Muijs, R.D., Robinson, W. (2005), ‘Teacher Effectiveness and Values: towards a model for research and appraisal’, Oxford Review of Education, Vol.30, No.4
  • Muijs, R.D., Campbell, R.J., Kyriakides, L., Robinson, W. (2005) ‘The Evidence for Differentiated Teacher Effectiveness: a review’, School Effectiveness and School Improvement, 16.1, pp 51-70
  • Campbell, R.J., Kyriakides, L., Muijs, R.D., Robinson, W. (2003) ‘Differential Teacher Effectiveness: towards a model for research development and teacher appraisal, Oxford Review of Education, Vol.29, No.4, pp.240-253
  • Kyriakides, L., Campbell, R.J. (2003) ‘Teacher Evaluation in Cyprus; some conceptual and methodological issues from Teacher and School Effectiveness Research’, Journal of Personnel Evaluation in Education, Vol.17, No.1, pp.21-40
  • Robinson W and Campbell R.J. (2010) ‘Evaluating Teacher Quality and Practice,’ in Baker E, McGaw B and Peterson P (eds) International Encyclopaedia of Education (3rd Edition) (8 Volumes) Berkeley CA: Elsevier,
  • Robinson W and Campbell R.J. (2010) ‘School Values and Pedagogical Practice: case studies of leading edge schools in England,’ in Tooley R and Lovat, T. (eds) International Handbook on Values Education and Student Well-being, Dortrecht: Springer
  • Campbell, R.J., Eyre, D., Muijs, R.D., Neelands, J.G.A and Robinson, W. (2009) ‘The English Model: policy, context and challenges,’ in D.Eyre (ed) Gifted and Talented Education, London: Routledge
  • Campbell, R.J., Eyre, D., Muijs, R.D., Neelands, J.G.A and Robinson, W. (2009) ‘The Social Origins of gifted and talented students in England: a geodemographic analysis,’ in D.Eyre (ed) Gifted and Talented Education, London: Routledge
  • Campbell R.J. (2007) ‘National Policy on Primary Education: inconsistency and uncertainty over the whole curriculum,’in Webb R and Vulliamy G (eds) Primary Education Policy, Open University Press