All Stories

  1. Examining preservice teachers’ sensemaking of teaching children through rigorous and appropriate practices: a case study

    Article • Teaching Education, October 2023, Taylor & Francis

    Dr Christopher P. Brown

  2. First-Year Teachers’ Challenges With Implementing Developmentally Appropriate Practices in Their Public School Classrooms

    Article • Journal of Research in Childhood Education, May 2023, Taylor & Francis

    Dr Christopher P. Brown

  3. Conducting Case Study Research to Address the Continued Crises: A Process of Learning to Employ Decolonial Perspectives to Produce a Flourishing Academic Lifeworld

    Article • Qualitative Inquiry, March 2023, SAGE Publications

    Dr Christopher P. Brown

  4. Policy Justice Through Critical Qualitative Inquiry: Examining the Issue of School Readiness

    Article • Qualitative Inquiry, March 2023, SAGE Publications

    Dr Christopher P. Brown

  5. Critical Qualitative Inquiry as an Avenue for Critical Public Policy Knowledge and Change

    Article • Qualitative Inquiry, March 2023, SAGE Publications

    Dr Christopher P. Brown

  6. Instructing the neoliberal student on the conduct of school: A case study of a schoolwide positive behavior system in kindergarten

    Article • Journal of Early Childhood Research, December 2022, SAGE Publications

    Dr Christopher P. Brown

  7. How teachers and center leaders made sense of inquiry-based professional learning: a multiple case study

    Article • Journal of Early Childhood Teacher Education, September 2022, Taylor & Francis

    Dr Christopher P. Brown

  8. Preservice teachers’ struggles in finding culturally sustaining spaces in standardized teaching contexts

    Article • Journal of Early Childhood Teacher Education, July 2022, Taylor & Francis

    Dr Christopher P. Brown

  9. Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession

    Article • Journal of Teacher Education, July 2022, SAGE Publications

    Dr Christopher P. Brown

  10. Mixed Understandings: A Case Study of How a Sample of Preschool Stakeholders Made Sense of the Changed Kindergarten

    Article • Early Childhood Education Journal, February 2022, Springer Science + Business Media

    Dr Christopher P. Brown

  11. The Double-voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education

    Article • Action in Teacher Education, February 2021, Taylor & Francis

    Dr Christopher P. Brown

  12. Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program

    Article • The Teacher Educator, December 2020, Taylor & Francis

    Dr Christopher P. Brown

  13. How Education Stakeholders Made Sense of the Types of Learning Experiences Children are and Should be Having in Kindergarten and Why

    Article • Early Education and Development, April 2020, Taylor & Francis

    Dr Christopher P. Brown

  14. How Education Stakeholders Made Sense of School Readiness in and Beyond Kindergarten

    Article • Journal of Research in Childhood Education, March 2020, Taylor & Francis

    Dr Christopher P. Brown

  15. Making sense of instruction within the changed kindergarten: perspectives from preservice early childhood educators and teacher educators

    Article • Journal of Early Childhood Teacher Education, February 2020, Taylor & Francis

    Dr Christopher P. Brown

  16. Vertical and Horizontal Discourse: A Bernsteinian Perspective of Preservice Teachers’ Conceptualizations of Using iPads in Early Elementary Teaching Environments

    Article • Journal of Research in Childhood Education, June 2019, Taylor & Francis

    Dr Christopher P. Brown

  17. Neoliberal technological devices and articulations of teaching young children: A case study of preservice teachers using iPads in their teacher education program

    Article • Journal of Early Childhood Research, November 2018, SAGE Publications

    Dr Christopher P. Brown

  18. Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten

    Article • American Educational Research Journal, October 2018, American Educational Research Association (AERA)

    Dr Christopher P. Brown

  19. Putting theories into action: A case of study of how early educators made sense of teaching lessons that reflected their students’ sociocultural worlds

    Article • Journal of Early Childhood Teacher Education, October 2018, Taylor & Francis

    Dr Christopher P. Brown

  20. Questioning democratic notions of governance: A case study examining how a kindergarten teacher and her students give voice to and enact a neoliberal framing of schooling

    Article • Contemporary Issues in Early Childhood, June 2018, SAGE Publications

    Dr Christopher P. Brown

  21. Understanding families’ conceptions of school readiness in the United States: a qualitative metasynthesis

    Article • International Journal of Early Years Education, March 2018, Taylor & Francis

    Dr Christopher P. Brown

  22. Attempting to fracture the neoliberal hold on early educators’ practical conceptions of teaching: A case study

    Article • Global Studies of Childhood, March 2018, SAGE Publications

    Dr Christopher P. Brown

  23. Bringing being into professional development: a qualitative investigation into teachers’ struggles moving beyond an epistemological framing of teaching and learning

    Article • Early Child Development and Care, June 2017, Taylor & Francis

    Dr Christopher P. Brown

  24. A case study of how a sample of preservice teachers made sense of incorporating iPads into their instruction with children

    Article • Journal of Early Childhood Teacher Education, January 2017, Taylor & Francis

    Dr Christopher P. Brown

  25. Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children

    Article • Teaching and Teacher Education, November 2016, Elsevier

    Dr Christopher P. Brown

  26. Conceptions of and early childhood educators’ experiences in early childhood professional development programs: A qualitative metasynthesis

    Article • Journal of Early Childhood Teacher Education, July 2016, Taylor & Francis

    Dr Christopher P. Brown

  27. Reluctantly governed: The struggles of early educators in a professional development course that challenged their teaching in a high-stakes neo-liberal early education context

    Article • Contemporary Issues in Early Childhood, May 2016, SAGE Publications

    Dr Christopher P. Brown

  28. Culturally relevant professional development in a high stakes teaching context

    Article • Journal of Teacher Education, March 2016, SAGE Publications

    Dr Christopher P. Brown

  29. “I Wanted to Know How They Perceived Jail”: Studying How One Early Educator Brought Her Students’ Worlds into Her Standardized Teaching Context

    Article • Early Childhood Education Journal, February 2016, Springer Science + Business Media

    Dr Christopher P. Brown

  30. Beginning to untangle the strange coupling of power within a neoliberal early education context

    Article • International Journal of Early Years Education, April 2015, Taylor & Francis

    Dr Christopher P. Brown

  31. Close early learning gaps with Rigorous DAP

    Article • Phi Delta Kappan, March 2015, SAGE Publications

    Dr Christopher P. Brown

  32. Taking and teaching the test are not the same: a case study of first-year teachers’ experiences in high-stakes contexts

    Article • Teachers and Teaching, March 2015, Taylor & Francis

    Dr Christopher P. Brown

  33. The Practical Difficulties for Early Educators Who Tried to Address Children’s Realities in Their High-Stakes Teaching Context

    Article • Journal of Early Childhood Teacher Education, January 2015, Taylor & Francis

    Dr Christopher P. Brown

  34. A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB

    Article • Teaching and Teacher Education, January 2015, Elsevier

    Dr Christopher P. Brown

  35. A Qualitative Metasynthesis of How Early Educators in International Contexts Address Cultural Matters That Contrast With Developmentally Appropriate Practices

    Article • Early Education and Development, August 2014, Taylor & Francis

    Dr Christopher P. Brown

  36. Conforming to reform: Teaching pre-kindergarten in a neoliberal early education system

    Article • Journal of Early Childhood Research, August 2014, SAGE Publications

    Dr Christopher P. Brown

  37. Reforming Preschool to Ready Children for Academic Achievement: A Case Study of the Impact of Pre-K Reform on the Issue of School Readiness

    Article • Early Education and Development, May 2013, Taylor & Francis

    Dr Christopher P. Brown

  38. How to Teach to the Child When the Stakes Are High: Examples of Implementing Developmentally Appropriate and Culturally Relevant Practices in Prekindergarten

    Article • Journal of Early Childhood Teacher Education, October 2012, Taylor & Francis

    Dr Christopher P. Brown

  39. Why Should Pre-K Be More Like Elementary School? A Case Study of Pre-K Reform

    Article • Journal of Research in Childhood Education, July 2012, Taylor & Francis

    Dr Christopher P. Brown

  40. Searching for the Norm in a System of Absolutes: A Case Study of Standards-Based Accountability Reform in Pre-Kindergarten

    Article • Early Education and Development, February 2011, Taylor & Francis

    Dr Christopher P. Brown

  41. Examining the Challenges Early Childhood Teacher Candidates Face in Figuring Their Roles as Early Educators

    Article • Journal of Early Childhood Teacher Education, November 2010, Taylor & Francis

    Dr Christopher P. Brown

  42. balancing the readiness equation in early childhood education reform

    Article • Journal of Early Childhood Research, May 2010, SAGE Publications

    Dr Christopher P. Brown

  43. Children of Reform: The Impact of High-Stakes Education Reform on Preservice Teachers

    Article • Journal of Teacher Education, May 2010, SAGE Publications

    Dr Christopher P. Brown

  44. Pivoting a Prekindergarten Program Off the Child or the Standard? A Case Study of Integrating the Practices of Early Childhood Education into Elementary School

    Article • The Elementary School Journal, December 2009, University of Chicago Press

    Dr Christopher P. Brown

  45. Helping Preservice Teachers Learn to Teach for Understanding in this Era of High-stakes Early Education Reform

    Article • Early Childhood Education Journal, February 2009, Springer Science + Business Media

    Dr Christopher P. Brown

  46. Being Accountable for One's Own Governing: A Case Study of Early Educators Responding to Standards-Based Early Childhood Education Reform

    Article • Contemporary Issues in Early Childhood, January 2009, SAGE Publications

    Dr Christopher P. Brown

  47. Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

    Article • Contemporary Issues in Early Childhood, January 2009, SAGE Publications

    Dr Christopher P. Brown

  48. Keep It Cheap, Keep It Local, and Keep It Coming

    Article • Educational Policy, March 2008, SAGE Publications

    Dr Christopher P. Brown

  49. Preservice teachers’ notions of families and schooling

    Article • Teaching and Teacher Education, October 2003, Elsevier

    Dr Christopher P. Brown