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    Camille Farrington

    Senior Research Associate and Managing Director at the University of Chicago Consortium on School Research

    Professional Background

    Camille A. Farrington is a distinguished Managing Director and Senior Research Associate at the University of Chicago Consortium on School Research. With an impressive track record as a national expert in academic mindsets and the measurement of psychosocial factors within educational environments, Camille plays a pivotal role in advancing our understanding of how students navigate and interpret their daily schooling experiences. Drawing on her extensive research, she actively investigates the unique dynamics of learning environments, focusing on how these settings can foster positive developmental experiences for students.

    Her professional journey spans several key positions that underscore her commitment to education and reform. Camille's work is not only intellectually rigorous but is deeply rooted in her firsthand experience as a public high school teacher for over fifteen years. This foundational background equips her with unique insights into the educational landscape, enabling her to critically examine how school structures and teacher practices influence student beliefs, behaviors, performance, and overall development.

    Through her work at the UChicago Consortium, Camille is committed to leveraging the science of learning and development in K-12 schools. Her mission emphasizes the importance of identifying and disrupting inequitable structures and practices that hinder the growth of educationally marginalized students and communities. This entails working collaboratively with educators to foster their development, thereby instigating profound and meaningful changes within schools.

    Camille's dedication does not go unnoticed; she is recognized nationally for her innovative approaches to educational reform and is frequently sought after for her expertise in creating impactful learning environments.

    Education and Achievements

    Camille Farrington's academic trajectory is nothing short of impressive. She received her Ph.D. in Policy Studies in Urban Education from the University of Illinois Chicago, where she honed her expertise in educational policy, focusing on urban education's challenges and possibilities. Prior to her doctoral studies, Camille earned her B.A. in Women's Studies from the University of California, Santa Cruz, which solidified her commitment to social justice within educational contexts. Additionally, she completed her studies in Secondary Education and Teaching at Mills College, preparing her for the transformative role she would later take as a teacher and educational reform advocate.

    One of Camille’s seminal contributions to the field is her acclaimed book, "Failing at School: Lessons for Redesigning Urban High Schools," published in 2014 by Teachers College Press. In this work, she presents a comprehensive approach to equitable school redesign, providing valuable lessons and insights aimed at reimagining urban high schools to better serve all students, particularly those from disadvantaged backgrounds. This book has become a critical resource for educators, policymakers, and reformers interested in creating equitable educational pathways.

    Notable Positions Held

    • Managing Director and Senior Research Associate at the University of Chicago
    • Research Associate (Assistant Professor) at the University of Chicago School of Social Service Administration
    • Research Associate at the University of Washington
    • Director of Instructional Support at Young Women’s Leadership Charter School, where she focused on empowering female students in their learning journeys
    • Humanities Teacher and English Teacher at Young Women’s Leadership Charter School and Oregon High School, respectively, where she delivered high-quality educational experiences that fostered critical thinking and creativity among students.
    • English Teacher at Skyline High School, further solidifying her comprehensive teaching and instructional support experience.

    Camille's extensive experience in these diverse roles enables her to present a well-rounded perspective on educational dynamics, making her an unparalleled leader in her field.

    Achievements

    Throughout her impressive career, Camille Farrington has made significant contributions to the realm of education through her research and advocacy work.

    • Authored the well-received book, "Failing at School: Lessons for Redesigning Urban High Schools" which provides a blueprint for schools aiming to foster equity and uplift marginalized students.
    • Served in pivotal research roles at esteemed institutions such as the University of Chicago and the University of Washington, influencing policies and practices in K-12 education.
    • Actively engaged in restructuring academic environments to better support student engagement, learning outcomes, and developmental needs.
    • Recognized nationally for her expertise in academic mindsets and psychosocial factors in educational settings, thereby shaping the future of educational reform.
    • Led initiatives geared towards teacher professional development designed to transform instructional practices and heighten student success.

    Overall, Camille Farrington’s career reflects her unwavering dedication to transforming the educational experiences of marginalized communities. Her extensive research, innovative practices, and passion for equity continue to inspire educators and policymakers alike, paving the way for future generations to succeed in an equitable learning environment.

    Related Questions

    How did Camille Farrington develop her expertise in academic mindsets and psychosocial factors in education?
    What insights does Camille Farrington provide in her book, 'Failing at School: Lessons for Redesigning Urban High Schools'?
    In what ways does Camille Farrington leverage her teaching experience to inform her research on educational reform?
    How has Camille Farrington contributed to the advancement of educational equity in K-12 schools?
    What are the key takeaways from Camille Farrington's fifteen years as a public high school teacher that influence her research?
    How does Camille Farrington address the needs of educationally marginalized students and communities in her work?
    What role does Camille Farrington play in supporting educators' growth and development in schools?
    How does Camille Farrington envision the transformation of daily schooling experiences for students?
    Camille Farrington
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    Location

    Chicago, Illinois