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

Dr. Brown is a Fellow in the Judy Spence Tate Fellowship for Excellence.  His research interests focus on examining how early childhood education stakeholders across a range of political and educational contexts respond to policymakers' high-stakes standards-based accountability reforms. Rooted in multiple perspectives that span the fields of early childhood education, curriculum and instruction, and policy analysis, he has generated empirical, theoretical, practitioner-oriented scholarship on this topic. In examining such topics as early learning standards, pre-kindergarten assessment and alignment with elementary school, and teacher education, Dr. Brown has illuminated some of the tensions for the field that policymakers' reforms generate and has proposed practical solutions that early childhood advocates might implement to foster learning environments that match how children learn and develop.

He is currently pursuing two new lines of inquiry.  The first centers on how ECE teachers in high-stakes teaching contexts are preparing their culturally and linguistically diverse (CLD) students for success in these high-stakes ECE teaching contexts.  The second centers on employing qualitative metasynthesis to investigate how ECE practitioners are conceptualizing and implementing DAP in various contexts.

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).

Representative Publications

Brown, C. P., & Lan, Y. C. (Forthcoming).  How teachers’ developmentally appropriate practices influence children’s cognitive development: A qualitative metasynthesis.  Teachers College Record.

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., 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. (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.

Brown, C. P., & Mowry, B. (2013). Balancing preschool and academic rigor. Principal, 92, 52-53.

Brown, C. P., & Lee, J. E. (2012).  How to teach to the child when the stakes are high: Examples of implementing developmentally appropriate and culturally relevantpractices in pre-kindergarten.  Journal of Early Childhood Teacher Education, 33, 322-348.

Brown, C. P., & Gasko, J. W. (2012).  Why should pre-k be more like elementary school? A case study of pre-k reform.  Journal of Research in Childhood Education, 26, 264-290.

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-Elect, 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
  • Phi Delta Kappa