About the Author:

Christopher P. Brown is a professor of curriculum and instruction in early childhood education at the University of Texas at Austin and a fellow of the Priscilla Pond Flawn Regents Professorship in Early Childhood Education. He is a former preschool, kindergarten, and first-grade teacher interested in how education stakeholders across a range of political and educational contexts respond to and conceptualize policies affecting the education of children. He has studied 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. His research has been published in journals such as Young Children, Teachers College Record, Journal for Early Childhood Teacher Education, Early Education and Development, Teachers and Teacher Education, Early Childhood Education Journal, and the Journal of Teacher Education. His most recent research focuses on how stakeholders at the local, state, and national level make sense of kindergarten. He earned a BA in philosophy from the University of the South; an MA in curriculum and instruction from New Mexico State University; and a PhD in curriculum and instruction from the University of Wisconsin. Among other awards, he was given the Outstanding Early Childhood Teacher Educator Award from NAEYC in 2014 and the Regents’ Outstanding Teacher Award from the University of Texas in 2013.

Christopher P Brown 's Books

  • RIGOROUS DAP in the Early Years: From Theory to Practice

    Authors: Christopher P Brown, Beth Smith Feger, Brian Nelson Mowry

    Product Code:
    545585 (Softbound)
    978-1-60554-558-5 (Softbound)
    Age Focus: 3–8

    Description & More Details

    Published by Redleaf Press New Product

    In this day and age of high-stakes academic testing and accountability, children are expected to know more and more at a younger and younger age. Early childhood educators struggle to help children meet academic expectations while teaching in a developmentally appropriate way. They struggle to explain to stakeholders—administrators, policy makers, families, and even colleagues—why and how developmentally appropriate teaching practices are best for children’s learning, and why and how embracing each child’s individual unique strengths and personal experiences improves the child’s ability to succeed in school.

    Age Focus: 3-8
    Softbound, 200 pgs.
    Available October 2018

Displaying items 1 - 1 of 1