David P Barry

Biographic Data

ID	1604536
NAME	David P Barry
GIVEN NAMES	David P
FAMILY NAME	Barry
SIGNATURE	BARRY D P
AFFILIATIONS	The University of Texas at Austin
ORCID	0000-0003-4216-0718
VERIFIED	Yes
TOTAL WORKS	5
TOTAL CITATIONS	6
AUTHOR COUNT	5
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2019
LATEST PUBLICATION YEAR	2022
H-INDEX	2

Examining Preservice Teachers' Conceptions of Teaching to Consider the Impact of Policymakers' Neoliberal Reforms on Their Sensemaking of Their New Profession
Open AccessC P Brown, Da Hei Ku et al.ARTICLEJournal of Teacher Education2022Cited by: 1References: 64
Policymakers' neoliberal education reforms have altered teaching and teacher education. These neoliberal policies reframe teaching and teacher education through conceptions of standards, academic achievement, data, and accountability. By doing so, many new and experienced teachers have left the field, and this has caused many who remain to question their ability to attain policymakers' objectives and what it means to be a teacher. Yet, little is …
How Education Stakeholders Made Sense of the Types of Learning Experiences Children are and Should be Having in Kindergarten and Why
C P Brown, David P Barry et al.ARTICLEEarly Education and Development2021
Research Findings: This article investigates how a sample of families, educators, researchers, advocates, and policymakers (n = 93) made sense of how children are and should be taught in kindergarten. By examining their conceptions of instruction that define kindergarten in this current era of standards and accountability and what opportunities for change they might support, the findings of this study reveal how these stakeholders sought to redef…
Make Kindergarten “Funner”
Open AccessC P Brown, David P BarryARTICLETeachers College Record The Voice…2021
Background/Context Over the last two decades, policymakers’ standards-based accountability reforms in the United States have fundamentally changed public schooling in general and kindergarten specifically. As this has occurred, little has been learned about how the children themselves make sense of these changes in schooling. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to address this issue by providing insig…
Kindergarten isn’t fun anymore. Isn’t that so sad?”
Open AccessC P Brown, Da Hei Ku et al.ARTICLETeaching and Teacher Education2020Cited by: 3References: 7
Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten
Open AccessC P Brown, Joanna Englehardt et al.ARTICLEAmerican Educational Research…2019Cited by: 2References: 69
Kindergarten in the United States has fundamentally changed. It is the new first grade where children are taught increased academic content and experience more standardized testing. There is much debate among education stakeholders about these changes, but such discussions are often siloed— making it difficult to know whether these changes reflect these stakeholders’ understandings of kindergarten specifically or public education in general. This…

Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten
Open AccessC P Brown, Joanna Englehardt et al.ARTICLEAmerican Educational Research…2019Cited by: 2References: 69
Kindergarten in the United States has fundamentally changed. It is the new first grade where children are taught increased academic content and experience more standardized testing. There is much debate among education stakeholders about these changes, but such discussions are often siloed— making it difficult to know whether these changes reflect these stakeholders’ understandings of kindergarten specifically or public education in general. This…
Kindergarten isn’t fun anymore. Isn’t that so sad?”
Open AccessC P Brown, Da Hei Ku et al.ARTICLETeaching and Teacher Education2020Cited by: 3References: 7
How Education Stakeholders Made Sense of the Types of Learning Experiences Children are and Should be Having in Kindergarten and Why
C P Brown, David P Barry et al.ARTICLEEarly Education and Development2021
Research Findings: This article investigates how a sample of families, educators, researchers, advocates, and policymakers (n = 93) made sense of how children are and should be taught in kindergarten. By examining their conceptions of instruction that define kindergarten in this current era of standards and accountability and what opportunities for change they might support, the findings of this study reveal how these stakeholders sought to redef…
Make Kindergarten “Funner”
Open AccessC P Brown, David P BarryARTICLETeachers College Record The Voice…2021
Background/Context Over the last two decades, policymakers’ standards-based accountability reforms in the United States have fundamentally changed public schooling in general and kindergarten specifically. As this has occurred, little has been learned about how the children themselves make sense of these changes in schooling. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to address this issue by providing insig…
Examining Preservice Teachers' Conceptions of Teaching to Consider the Impact of Policymakers' Neoliberal Reforms on Their Sensemaking of Their New Profession
Open AccessC P Brown, Da Hei Ku et al.ARTICLEJournal of Teacher Education2022Cited by: 1References: 64
Policymakers' neoliberal education reforms have altered teaching and teacher education. These neoliberal policies reframe teaching and teacher education through conceptions of standards, academic achievement, data, and accountability. By doing so, many new and experienced teachers have left the field, and this has caused many who remain to question their ability to attain policymakers' objectives and what it means to be a teacher. Yet, little is …