Christopher P. Brown

Christopher P. Brown

Associate Professor; Program Coordinator and Graduate Advisor for Early Childhood Education


Early Childhood Education

Email
cpbrown@utexas.edu

Office & Hours

Office: SZB 528N

Phone
(512) 232-2288

Fax
(512) 471-8460

Courses of Instruction
Undergraduate:
Teaching Young Children
Early Childhood Program Development
Graduate:
Social Contexts of Early Childhood Education
Early Childhood Education Programs
Critical Perspectives in Early Childhood Education
Case Study Research
Curriculum theories for pre-kindergarten and kindergarten
Introduction to Systems of Human Inquiry

Mailing Address
The University of Texas at Austin
Curriculum & Instruction
1 University Station
Austin, TX 78712-0379
UT Mail Code: D5700

Profile

Christopher is an Associate Professor of Curriculum and Instruction in Early Childhood Education and a Fellow in the Elizabeth Glenadine Gibb Teaching Fellowship in Eduction. He currently serves as the Program Coordinator and Graduate Advisor for the Early Childhood Education Program Area. He is also the Chair for the Early Education/Child Development Special Interest Group of the American Educational Research Association.

His research interest centers on understanding how practicing and pre-service early childhood educators in high-stakes public teaching contexts can engage in practices that support the cultural, individual, and developmental learning needs of children.  He has looked at this issue across a range of political and educational contexts using multiple theoretical and practitioner-based perspectives that span the fields of early childhood education, curriculum and instruction, teacher education, and policy analysis.

Such work has led to empirical, theoretical, and practitioner-oriented publications on such topics as: high-stakes standards-based accountability reform in early childhood, early learning standards, pre kindergarten (pre-k) assessment, pre-k alignment with elementary school, school readiness, culturally relevant and developmentally appropriate teaching, neoliberal reform, teacher education, and teaching a mandated curriculum.

Education

 

Ph.D., Curriculum and Instruction.  The University of Wisconsin-Madison (2004).

M. A., Curriculum and Instruction. New Mexico State University (1997).

B.A., Philosophy. The University of the South--Sewanee (1993).

 

Research Interests and Expertise

 

Early childhood education reform

School Readiness

Culturally relevant and developmentally appropriate teaching

Early childhood teacher education

Pre-kindergarten and kindergarten

Teaching in a high-stakes and standardized context

 

Representative Publications

 

Brown, C. P., & Lan, Y. C. (Forthcoming). A qualitative metasynthesis, comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB. Teaching and Teacher Education.

Brown, C. P. (Forthcoming). Conforming to reform: Teaching pre-kindergarten in a neo-liberal early education system. Journal of Early Childhood Research.

Brown, C. P., Bay-Borelli, D. E., & Scott, J. (Forthcoming). Figuring out how to be a teacher in a high-stakes context: A case study of first-year teachers’ conceptual and practical development. Action in Teacher Education.

Brown, C. P., & Lan, Y.C. (Forthcoming). A qualitative metasynthesis of how early educators in international contexts address cultural matters that contrast with developmentally appropriate practices. Early Education and Development.

Brown, C. P., Mowry, B., & Feger, B. (Forthcoming). Rigorous Developmentally Appropriate Practice: Helping others understand academic rigor in teachers’ developmentally appropriate practices. Young Children.

Brown, C. P., Pickard, H. (Forthcoming). Balancing the school readiness equation in early learning environments. Childhood Education.

Brown, C. P., & Mowry, B. (Forthcoming). Attaining the promise of preschool through RIGOROUS DAP. Phi Delta Kappan.

Brown, C. P.(2016). Taking and teaching the test are not the same: A case study of first year  iteachers’ experiences in high-stakes contexts. Teachers and Teaching: Theory and Practice, 22 (3).

Brown, C. P., & Lan, Y.C. (2013). The influence of developmentally appropriate practice on children’s cognitive development: A qualitative metasynthesis. Teachers College Record, 115, 1-36.

Brown, C. P. (2013). Reforming preschool to ready children for academic achievement:  A case study of the impact of pre-k reform on the issue of school readiness. Early Education and Development, 24, 554-573.

Recent Awards

  • Recipient, Regents’ Outstanding Teaching Award, The University of Texas System, 2013.
  • Recipient, National Association of Early Childhood Teacher Educators Foundation Research Award, 2013.
  • Recipient, Division K, Teaching and Teacher Education, of the American Educational Research Association Award for Exemplary Research in Teaching and Teacher Education, 2011.
  • Recipient, National Association of Early Childhood Teacher Educators/Taylor Francis Outstanding Journal of Early Childhood Teacher Education Journal Article Honorable Mention, 2011.

Boards, Committees and Associations

  • Chair, Early Education/Child Development Special Interest Group, American Educational Research Association
  • National Association for the Education of Young Children
  • National Association of Early Childhood Teacher Educators
  • Association for Childhood Education International
  • Editorial Board Member, Springer book series, Educating the Young Child: Advances in Theory and Research, Implications for Practice
  • Phi Delta Kappa