C P Brown
Dados Biográficos
| ID | 55547 |
|---|---|
| NOME | C P Brown |
| PRENOMES | C P |
| SOBRENOME | Brown |
| ASSINATURA | BROWN C P |
| AFILIAÇÕES | The University of Texas at Austin |
| ORCID | 0000-0002-0076-9683 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 58 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1870 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Exploring contemporary public perceptions of historical redlining practices in the United States
Redlining is a discriminatory practice of systematically denying loans or mortgages to residents in specific neighborhoods based on racial or ethnical composition. In current literature research, there is a lack of understanding of the public perceptions of impacts of historical redlining practices at large geographic scales. Although some social groups and organizations conducted surveys or interviews to obtain public perceptions of it on small …
Examining how to support the next generation of critical scholars seeking to transform systems of education
The Biopolitical Kindergarten
This critical qualitative policy research study examines the intersection between policymakers' neoliberal kindergarten reforms and children figuring themselves as learners within a publicly funded schooling community. Engaging in this examination of the biopolitical kindergarten space, which is shaped by standardized teaching and learning experience designed to prepare kindergarteners for the high-stakes reforms that await them in later grades, …
Childhoods, Cultures, and Critical Qualitative Inquiry
The purpose of this special issue is to present work that moves beyond the dominant logic of childhoods as imposed on those who are younger, and instead, to demonstrate how critical empirical qualitative investigations that honor, as well as answer, the complex political and life worlds of children in the present and the past offer a way forward; a path that supports communities and the public institutions important to them so that all children c…
Critical Qualitative Inquiry as an Avenue for Critical Public Policy Knowledge and Change
The broad goal of this special issue of Qualitative Inquiry is to demonstrate how critical qualitative inquiry (CQI) can facilitate the performance of justice-oriented public policy by conceptualizing movement beyond the logic of policy as prescription. The articles demonstrate the multiple possibilities generated through CQI for rethinking ethical perspectives, discourse practices, and forms of inclusion and policymaking processes, as well as re…
Policy Justice Through Critical Qualitative Inquiry
Globally, policymakers, researchers, and educational advocates continue to promote normative neoliberal policies that frame the issue of school readiness through financial terms. Such an interpretation appears to require quantitative research to participate in policy and research conversations around this issue. In this article, I seek to disrupt this policy logic by examining how critical qualitative policy research can study the issue of school…
Conducting Case Study Research to Address the Continued Crises
In this article, I rethink the process of training emerging scholars to engage in the act(s) of conducting case study methodology using decolonial orientations within the critical paradigm. Doing so creates the opportunity for me to make obvious the challenges of conducting research in this era of never-ending educational, environmental, and health crises. It also provides me with the opportunity to consider actions that researchers and instructo…
The long-run effect of historical redlining practices on social vulnerability in U.S. cities
Instructing the neoliberal student on the conduct of school
Schoolwide positive behavior interventions and supports continue to be employed in elementary school settings that children attend across the globe. Such neoliberal systems of conduct teach children how to portray themselves as students so that they are ready to succeed in school and the larger society. For the most part, these systems are framed as successful behavior interventions. As a result, how such programs impact school personnel and stud…
Examining Preservice Teachers' Conceptions of Teaching to Consider the Impact of Policymakers' Neoliberal Reforms on Their Sensemaking of Their New Profession
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
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”
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?”
Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten
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…
Attempting to fracture the neoliberal hold on early educators’ practical conceptions of teaching
The global shift toward neoliberalism, which frames the education of young children through markets, credentials, and individualism, creates a range of challenges for those who call for and seek out democratic teaching practices that strive to address the sociocultural worlds of the children in their programs. This article begins to address this issue. It does so by examining the findings from a qualitative case study that investigated how the pr…
Neoliberal technological devices and articulations of teaching young children
The global shift toward neoliberalism continues to impact early childhood in numerous ways. One example of this shift is the push by education stakeholders for the incorporation of technology into the teaching of young children. Advocates contend implementing such technology in the classroom will increase children’s academic performance and provide them with the skills needed to attain well-paying jobs in the future. Such rhetoric creates a new s…
Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children
Struggling to Overcome the State's Prescription for Practice
Issues of standardization, student achievement, and diversity have dramatically altered teaching within early childhood programs across the United States. This has created a situation in which teacher educators need to assist practicing and preservice teachers working in these contexts with formulating instructional responses that address policymakers' high-stakes demands, take into account the best practices of early childhood, and attend to chi…
Conforming to reform
Policymakers’ neoliberal education reforms have altered the landscape of publicly funded early education in the United States and across the globe. Practically speaking, these reforms expect early childhood teachers to prepare their students for success in elementary school and later life by providing them with a specific set of knowledge and skills. This creates a new set of challenges for early educators who strive to prepare their culturally a…
A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB
Balancing the Readiness Equation in Early Childhood Education Reform
As policy-makers continue to implement early childhood education reforms that frame the field as a mechanism that is to ready children for elementary school success, questions arise as to how the multiple variables in the readiness equation, such as the child, family, and program, are affected by these policies. The instrumental case study presented in this article looks at this dilemma by examining how a collection of prekindergarten stakeholder…
Children of Reform
High-stakes standards-based accountability reforms are changing teacher education. A key set of participants in this process who have been affected by these reforms are the teacher candidates. Many were educated almost entirely in high-stakes education systems. Yet, little is known about how their experiences as students affect their conceptions of teaching and learning or how their teacher education programs alter these perceptions. This article…
Preservice teachers’ notions of families and schooling
The Political and Social Economy of Commodity Control
Primary Commodity Control
Journal Article Primary Commodity Control Get access Primary Commodity Control. By C. P. Brown. (Kuala Lumpur: Oxford University Press, 1975. Pp. xix + 292. £ 11.45.) Tim Josling Tim Josling University of Reading Search for other works by this author on: Oxford Academic Google Scholar The Economic Journal, Volume 87, Issue 347, 1 September 1977, Pages 618–619, https://doi.org/10.2307/2231587 Published: 01 September 1977
Preservice teachers’ notions of families and schooling
A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB
Conforming to reform
Policymakers’ neoliberal education reforms have altered the landscape of publicly funded early education in the United States and across the globe. Practically speaking, these reforms expect early childhood teachers to prepare their students for success in elementary school and later life by providing them with a specific set of knowledge and skills. This creates a new set of challenges for early educators who strive to prepare their culturally a…
The Political and Social Economy of Commodity Control
Struggling to Overcome the State's Prescription for Practice
Issues of standardization, student achievement, and diversity have dramatically altered teaching within early childhood programs across the United States. This has created a situation in which teacher educators need to assist practicing and preservice teachers working in these contexts with formulating instructional responses that address policymakers' high-stakes demands, take into account the best practices of early childhood, and attend to chi…
Children of Reform
High-stakes standards-based accountability reforms are changing teacher education. A key set of participants in this process who have been affected by these reforms are the teacher candidates. Many were educated almost entirely in high-stakes education systems. Yet, little is known about how their experiences as students affect their conceptions of teaching and learning or how their teacher education programs alter these perceptions. This article…
Kindergarten isn’t fun anymore. Isn’t that so sad?”
Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children
Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten
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…
Balancing the Readiness Equation in Early Childhood Education Reform
As policy-makers continue to implement early childhood education reforms that frame the field as a mechanism that is to ready children for elementary school success, questions arise as to how the multiple variables in the readiness equation, such as the child, family, and program, are affected by these policies. The instrumental case study presented in this article looks at this dilemma by examining how a collection of prekindergarten stakeholder…
Primary Commodity Control
Journal Article Primary Commodity Control Get access Primary Commodity Control. By C. P. Brown. (Kuala Lumpur: Oxford University Press, 1975. Pp. xix + 292. £ 11.45.) Tim Josling Tim Josling University of Reading Search for other works by this author on: Oxford Academic Google Scholar The Economic Journal, Volume 87, Issue 347, 1 September 1977, Pages 618–619, https://doi.org/10.2307/2231587 Published: 01 September 1977
The long-run effect of historical redlining practices on social vulnerability in U.S. cities
Examining Preservice Teachers' Conceptions of Teaching to Consider the Impact of Policymakers' Neoliberal Reforms on Their Sensemaking of Their New Profession
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 …
Neoliberal technological devices and articulations of teaching young children
The global shift toward neoliberalism continues to impact early childhood in numerous ways. One example of this shift is the push by education stakeholders for the incorporation of technology into the teaching of young children. Advocates contend implementing such technology in the classroom will increase children’s academic performance and provide them with the skills needed to attain well-paying jobs in the future. Such rhetoric creates a new s…
Art. VII.—On Malabar, Coromandel, Quilon, etc
The Arabs and Africans who first visited the west coast of India, came “Mu-abbar”: “from beyond” the sea. In the voyages of Ibn Batuta, translated by Dr. Lee, the country is called Muabbar, without any surmise that this is Malabar. The Syrian Christians who live in Travancore wrote the word in Syriac characters , and it has occurred to me that in careless writing this may have been altered into Malabar: a name unknown to the inhabitants; who fanc…
Short run static price and income effects of cocoa control
Using conventional assumptions of price control by buffer devices, several aspects of control of trade in cocoa by buffer funds, buffer stocks and export quotas are explored with the provisions of the Draft International Cocoa Agreement in mind. Analysis of revenue and price effects of these devices is facilitated by drawing on literature concerning cocoa market parameters. Expanding the short‐run diagrammatic analysis of buffer funds by Snape an…
International commodity control through national buffer stocks
This paper illustrates, with a ten year simulation, possible effects of Malaysia's national buffer stock for natural rubber on the level and stability of export earnings, export tax revenue, producer income and world price. Employing rubber market parameters based on inference and empirical tests and buffer stock operating costs and policies similar to those of the current Malaysian buffer stock, it is shown that capital requirements for effectiv…
Primary Commodity Control
Journal Article Primary Commodity Control Get access Primary Commodity Control. By C. P. Brown. (Kuala Lumpur: Oxford University Press, 1975. Pp. xix + 292. £ 11.45.) Tim Josling Tim Josling University of Reading Search for other works by this author on: Oxford Academic Google Scholar The Economic Journal, Volume 87, Issue 347, 1 September 1977, Pages 618–619, https://doi.org/10.2307/2231587 Published: 01 September 1977
The Political and Social Economy of Commodity Control
Preservice teachers’ notions of families and schooling
Balancing the Readiness Equation in Early Childhood Education Reform
As policy-makers continue to implement early childhood education reforms that frame the field as a mechanism that is to ready children for elementary school success, questions arise as to how the multiple variables in the readiness equation, such as the child, family, and program, are affected by these policies. The instrumental case study presented in this article looks at this dilemma by examining how a collection of prekindergarten stakeholder…
Children of Reform
High-stakes standards-based accountability reforms are changing teacher education. A key set of participants in this process who have been affected by these reforms are the teacher candidates. Many were educated almost entirely in high-stakes education systems. Yet, little is known about how their experiences as students affect their conceptions of teaching and learning or how their teacher education programs alter these perceptions. This article…
Conforming to reform
Policymakers’ neoliberal education reforms have altered the landscape of publicly funded early education in the United States and across the globe. Practically speaking, these reforms expect early childhood teachers to prepare their students for success in elementary school and later life by providing them with a specific set of knowledge and skills. This creates a new set of challenges for early educators who strive to prepare their culturally a…
A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB
Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children
Struggling to Overcome the State's Prescription for Practice
Issues of standardization, student achievement, and diversity have dramatically altered teaching within early childhood programs across the United States. This has created a situation in which teacher educators need to assist practicing and preservice teachers working in these contexts with formulating instructional responses that address policymakers' high-stakes demands, take into account the best practices of early childhood, and attend to chi…
Attempting to fracture the neoliberal hold on early educators’ practical conceptions of teaching
The global shift toward neoliberalism, which frames the education of young children through markets, credentials, and individualism, creates a range of challenges for those who call for and seek out democratic teaching practices that strive to address the sociocultural worlds of the children in their programs. This article begins to address this issue. It does so by examining the findings from a qualitative case study that investigated how the pr…
Neoliberal technological devices and articulations of teaching young children
The global shift toward neoliberalism continues to impact early childhood in numerous ways. One example of this shift is the push by education stakeholders for the incorporation of technology into the teaching of young children. Advocates contend implementing such technology in the classroom will increase children’s academic performance and provide them with the skills needed to attain well-paying jobs in the future. Such rhetoric creates a new s…
Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten
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?”
How Education Stakeholders Made Sense of the Types of Learning Experiences Children are and Should be Having in Kindergarten and Why
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”
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…
Instructing the neoliberal student on the conduct of school
Schoolwide positive behavior interventions and supports continue to be employed in elementary school settings that children attend across the globe. Such neoliberal systems of conduct teach children how to portray themselves as students so that they are ready to succeed in school and the larger society. For the most part, these systems are framed as successful behavior interventions. As a result, how such programs impact school personnel and stud…
Examining Preservice Teachers' Conceptions of Teaching to Consider the Impact of Policymakers' Neoliberal Reforms on Their Sensemaking of Their New Profession
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 …
Critical Qualitative Inquiry as an Avenue for Critical Public Policy Knowledge and Change
The broad goal of this special issue of Qualitative Inquiry is to demonstrate how critical qualitative inquiry (CQI) can facilitate the performance of justice-oriented public policy by conceptualizing movement beyond the logic of policy as prescription. The articles demonstrate the multiple possibilities generated through CQI for rethinking ethical perspectives, discourse practices, and forms of inclusion and policymaking processes, as well as re…
Policy Justice Through Critical Qualitative Inquiry
Globally, policymakers, researchers, and educational advocates continue to promote normative neoliberal policies that frame the issue of school readiness through financial terms. Such an interpretation appears to require quantitative research to participate in policy and research conversations around this issue. In this article, I seek to disrupt this policy logic by examining how critical qualitative policy research can study the issue of school…
Conducting Case Study Research to Address the Continued Crises
In this article, I rethink the process of training emerging scholars to engage in the act(s) of conducting case study methodology using decolonial orientations within the critical paradigm. Doing so creates the opportunity for me to make obvious the challenges of conducting research in this era of never-ending educational, environmental, and health crises. It also provides me with the opportunity to consider actions that researchers and instructo…
The long-run effect of historical redlining practices on social vulnerability in U.S. cities
The Biopolitical Kindergarten
This critical qualitative policy research study examines the intersection between policymakers' neoliberal kindergarten reforms and children figuring themselves as learners within a publicly funded schooling community. Engaging in this examination of the biopolitical kindergarten space, which is shaped by standardized teaching and learning experience designed to prepare kindergarteners for the high-stakes reforms that await them in later grades, …
Psychology (19 obras) · Pedagogy (18 obras) · Political science (17 obras) · Sociology (17 obras) · Mathematics education (14 obras) · Teacher Education and Leadership Studies (13 obras) · Social science (12 obras) · Early Childhood Education and Development (10 obras) · Qualitative research (9 obras) · Politics (8 obras)