Christopher P. Brown

Christopher P. Brown

Associate Professor; Program Coordinator for Early Childhood Education; Graduate Studies Committee Chair

Early Childhood Education


Office & Hours

Office: SZB 528N

(512) 232-2288

(512) 471-8460

Courses of Instruction
Teaching Young Children
Early Childhood Program Development
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


Christopher is an Associate Professor of Curriculum and Instruction in Early Childhood Education and a Fellow in Priscilla Pond Flawn Regents Professorship in Early Childhood Education. 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 centers on early childhood education stakeholders across a range of political and educational contexts respond to policymakers’ high-stakes standards-based accountability reforms. His recent work focuses 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, kindergarten within a standardized education system, neoliberal reform, teacher education, professional development, and teaching a mandated curriculum.


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. (2015). Taking and teaching the test are not the same: A case study of first year teachers' experiences in high-stakes contexts. Teachers and Teaching: Theory and Practice, 21 (8), 1026-1044.

Brown, C. P., Mowry, B., & Feger, B. (2015). Helping others understand academic rigor in teachers’ developmentally appropriate practices. Young Children, 70 (4), 62-69.

Brown, C. P., Lan, Y. C., & Jeong, H. I. (2015). Beginning to untangle the strange coupling of power within a neoliberal early education context. International Journal of Early Years Education, 23 (2), 138-152.

Brown, C. P., Bay-Borelli, D. E., & Scott, J. (2015). 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, 37 (1), 45-64.

Brown, C. P., & Mowry, B. (2015). Close early learning gaps with RIGOROUS DAP. Phi Delta Kappan, 96 (7), 53-57.

Brown, C. P., Weber, N. B., Yoon, Y. (2015). The practical difficulties for early educators who tried to address children’s realities in their high-stakes teaching context. Journal of Early Childhood Teacher Education, 36 (1), 3-23.

Brown, C. P., & Lan, Y. C. (2015). A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB. Teaching and Teacher Education, 45 (1), 1-13.

Brown, C. P., & Lan, Y. C. (2015). A qualitative metasynthesis of how early educators in international contexts address cultural matters that contrast with developmentally appropriate practices. Early Education and Development, 26 (1), 22-45.

Brown, C. P. (2014). Conforming to reform: Teaching pre-kindergarten in a neoliberal early education system. Journal of Early Childhood Research. doi:10.1177/1476718X14538602.

Brown, C. P., & Pickard, H. (2014). Balancing the school readiness equation in early learning environments. Childhood Education, 90 (6), 418-426.

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 (12), 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 (4), 554-573.

Brown, C. P., & Mowry, B. (2013). Balancing preschool and academic rigor. Principal, 92 (5),52-53.

Recent Awards

  • Recipient, National Association of Early Childhood Teacher Educators Outstanding Early Childhood Teacher Educator Award, 2014.
  • 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
  • Editorial Board Member, Journal of Early Childhood Teacher Education
  • Editorial Board Member, Springer book series, Educating the Young Child: Advances in Theory and Research, Implications for Practice
  • National Association for the Education of Young Children
  • National Association of Early Childhood Teacher Educators
  • Association for Childhood Education International
  • Phi Delta Kappa