Image of faculty member, Anne Campbell

Dr. Anne E Campbell

Associate Professor of TESOL & Bilingual/Multicultural Education
acampbell@fairfield.edu
o: Canisius Hall Rm 102
p: x2873

 

Campbell, A. & Rice, P. (2010).  Why do anthropological experts disagree?  In P. Salzman and P. Rice (Eds.), Thinking anthropologically:  A practical guide for students (3rd ed).  New York:  Prentice Hall. (In press).

Campbell, A. E. (2007). Retaining American Indian/Alaskan Native Students in Higher Education: A Case Study of One Partnership between the Tohono O'odham Nation and Pima Community College, Tucson, AZ. Journal of American Indian Education46(2), 19-41.

Campbell, A. E. (2006). Using cross-cultural vignettes to teach concepts of surface and deep culture. E. In Patricia Rice and David W. McCurdy (Eds.) Strategies for Teaching Anthropology (4th ed). Upper Saddle River, NJ:  Prentice Hall. pp. 88-95.

Campbell, A. E. (2004). The green banana as entree to the other. In Patricia Rice and David W. McCurdy (Eds), Strategies for Teaching Anthropology (3rd ed., pp. 117-122).  Upper Saddle River, NJ:  Prentice Hall.

Campbell, Anne (2002)  Using values orientations to understand the role of culture in cross-cultural communication.  In P. Rice and D. W. McCurdy (Eds.) Strategies for Teaching Anthropology (2nd ed., pp. 139-143).  Upper Saddle River, NJ:  Prentice Hall.

Campbell, A. E., Adams, V. & Davis, G. (2007) Cognitive demands and second-language learners: A framework for analyzing mathematical instructional contexts.  Journal of Mathematical Thinking and Learning, 9(1), 3-30. (5% acceptance rate)

Brown, A. and Campbell, C. (2002).  Welcoming the culture of computing into the K-12 classroom: Technological fluency and lessons learned from second language acquisition and cross-cultural studies. Multicultural Education, 10, 2: 10-14.

Hall, L. & Campbell, A. (2007). Online resources and instructional strategies for K-8 ELL teachers and students. Learning and Leading with Technology: The ISTE Journal of Educational Technology Practice and Policy, 35(1) 34-36.