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The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation


reviewed by Christopher P. Brown — March 28, 2017

coverTitle: The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation
Author(s): Nonie K. Lesaux & Stephanie M. Jones (Eds.)
Publisher: Harvard University Press, Cambridge
ISBN: 1612509177, Pages: 250, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: March 28, 2017
http://www.tcrecord.org ID Number: 21892, Date Accessed: 6/29/2017 5:10:12 AM

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About the Author
  • Christopher Brown
    University of Texas at Austin
    E-mail Author
    CHRISTOPHER P. BROWN is a Professor of Curriculum and Instruction in Early Childhood Education and a Fellow in the Priscilla Pond Flawn Regents Professorship in Early Childhood Education. 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. 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. His recent publications focus on two issues: 1) 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; 2) Examining the development of preservice teachers as they employ iPads in their teacher training program. Brown, C. P. & Englehardt, J. (2016). Conceptions of and early childhood educators' experiences in early childhood professional development programs: A qualitative metasynthesis. Journal of Early Childhood Teacher Education, 37(3), 216–244. Brown, C. P. & Weber, N. (2016). Struggling to overcome the state's prescription for practice: A study of a sample of early educators' professional development and action-research projects in a high-stakes teaching context. Journal of Teacher Education, 67(3), 183–202. Brown, C. P., Englehardt, J. & Mathers, H. (2016). Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children. Teaching and Teacher Education, 60, 179–190.
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