Recent Scholarship

Children's Agency

Adair, J.K. (2015) My Teacher is Going to Think They’re Crazy”: Responses to LOPI Practices in U.S. First Grade Classrooms. In Rogoff, B. Correa, M. (Eds) Children Learn by Observing and Contributing to Family and Community Endeavors: A Cultural Paradigm. Advances in Child Development and Behavior Series, vol 49. Elsevier. 

Adair, J.K. (2014) Agency and Expanding Capabilities in Early Grade Classrooms: What it could mean for young children. Harvard Educational Review 84 (2), 217-241.

Adair J.K. & Colegrove, K.S. (2014) Communal Agency and Social Development: Examples from First Grade Classrooms Serving Children of Immigrants. Asia-Pacific Journal of Research in Early Childhood Education 8(2), 69-91.

Colegrove, K.S. & Adair, J.K. (2014) Countering Deficit Thinking: Agency, Capabilities and the Early Learning Experiences of Children of Latina/o Immigrants. Contemporary Issues In Early Childhood15(2), 122-135.

Adair, J.K. (2014) Agency and Expanding Capabilities in Early Grade Classrooms: What it could mean for young children. Harvard Educational Review 84 (2), 217-241.

Adair J.K. & Colegrove, K.S. (2014) Communal Agency and Social Development: Examples from First Grade Classrooms Serving Children of Immigrants. Asia-Pacific Journal ofResearch in Early Childhood Education 8(2), 69-91.

Colegrove, K.S. & Adair, J.K. (2014) Countering Deficit Thinking: Agency, Capabilities and the Early Learning Experiences of Children of Latina/o Immigrants. Contemporary Issues In Early Childhood15(2), 122-135.

Decolonizing Children’s Place Relations

Nxumalo, F. (2016). Storying practices of witnessing: Refiguring quality in everyday pedagogical encounters. Contemporary Issues in Early Childhood, 17(1) 39-53.

Nxumalo, F. (2016). Touching place in childhood studies: Situated encounters with a community garden. In H.Skott-Myhre, V. Pacini-Ketchabaw, & K. Skott-Myhre (Eds.), Youth work, early education, and psychology: Liminal encounters (pp. 131-158). New York: Palgrave Macmillan.

Pacini-Ketchabaw, V. & Nxumalo, F.  (2015). Nature/culture divides in a childcare centre. Environmental Humanities, 7, 151-168.

Nxumalo, F. (2015). Forest stories:  Restorying encounters with ‘natural’ places in early childhood education. In V. Pacini-Ketchabaw, & A. Taylor (Eds), Unsettling the colonial places and spaces of early childhood education (pp. 21-42). New York: Routledge.

Nxumalo, F., Oh, S., Hughes, J., & Baanji, S. (2015). Entangled dialogues on learning how to inherit in colonized and damaged lifeworlds. Canadian Children, 40(2), 82-88.

Pacini-Ketchabaw, V., di Tomasso, L., & Nxumalo, F. (2014). Bear-child stories in late liberal colonialist spaces of childhood. Canadian Children, 38(3), 26-55.

Pacini-Ketchabaw, V., & Nxumalo, F. (2014). Posthumanist imaginaries for decolonizing early childhood praxis. In M. Bloch, B. Swadener, & G. Cannella (Eds.), Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism – a Reader (pp. 131-142). New York: Peter Lang.

Developmentally Appropriate Practice

Brown, C. P., & Lan, Y. C. (2015). A qualitative metasynthesis of how early educators in international contexts address cultural matters that contrast with developmentally appropriate practices. Early Education and Development, 26 (1), 22-45.

Brown, C. P., & Lan, Y.C. (2013). A qualitative metasynthesis of how early educators in international contexts address cultural matters that contrast with developmentally appropriate practices. Early Education and Development.

Brown, C. P., & Lan, Y. C. (2013).  The influence of developmentally appropriate practice on children’s cognitive development: A qualitative metasynthesis.  Teachers College Record115, 1-36

Early Childhood Policy

Brown, C. P., Weber, N. B. (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 Education67 (3), 183-202.

Brown, C. P. (2016). How I’ve used research to find out more about institutions and policy. In N. File, J. Mueller, D. B. Wisneski, & A. Stemmel (Eds.), Research in  Early Childhood Education: Understanding the Processes of Scientific Inquiry. New York: Routledge.

Brown, C. P. (2016). High-Stakes Standard-Based Accountability Reform. In K. Chrisman & D. L. Couchenour (Eds.), The SAGE Encyclopedia of Contemporary Early Childhood Education. Thousand Oaks, CA: SAGE.

Brown, C. P., Lan, Y. C., & Jeong, H. I. (2015). Beginning to untangle the strange coupling of power within a neoliberal early education context. International Journal of Early Years Education, 23 (2), 138-152.

Brown, C. P. (2015). Conforming to reform: Teaching pre-kindergarten in a neoliberal early education system. Journal of Early Childhood Research, 13 (3), 236-251.

Adair, J.K. (2011). Advocating for Ethnographic Work in Early Childhood Federal Policy: Problems and Possibilities. Anthropology and Education Quarterly, 42(4), 422-433. 

Adair, J.K. (2011). Policy Brief: Ethnographic Knowledge For Early Childhood. Policy Brief prepared for the U.S. Department of Education’s Office of Early Learning.

Brown, C. P. (in press). Conforming to reform: Teaching pre-kindergarten in a neo-liberal early education system. Journal of Early Childhood Research.

Brown, C. P., & Gasko, J. W. (2012). Why should pre-k be more like elementary school? A case study of pre-k reform. Journal of Research in Childhood Education, 26, 264-290.

Brown, C. P. (2011). Searching for the norm in a system of absolutes:  A case study of standards-based accountability reform in pre-kindergarten. Early Education and Development, 22, 151-177.

Ethnography

Adair, J.K. & Pastori, G. (2011). Developing qualitative coding frameworks for educational research: Immigration, education and the Children Crossing Borders project. International Journal of Research and Method in Education, 34 (1), 31-47.

Adair, J.K. (2012). Discrimination as a Contextualized Obstacle to the Preschool Teaching of Young Latino Children of Immigrants. Contemporary Issues in Early Childhood, 13(3), 163-174.

Immigrant Children and Families

Adair, J.K. (in press) Examining Whiteness as an Obstacle to Positively Approaching Immigrant Families in U.S. Early Childhood Educational Settings. Journal of Race, Ethnicity and Education

Adair, J.K. & Barraza-Correa, A. (in press). Recognizing the Voices of Immigrant Parents in Preschool/Pre-K Settings. Young Children

Tobin, J., Arzubiaga, A. & Adair, J.K. (2013). Children Crossing Borders: Immigrant Parent and Teacher Perspectives on Preschool. New York: Russell Sage.

Adair, J.K.  (2016) Creating Positive Contexts of Reception: The Value of Immigrant Teachers in U.S. Early Childhood Education Programs. Education Policy Analysis and Archives 24, http://epaa.asu.edu/ojs/article/view/2110.

Adair, J.K. (2015) The Impact of Discrimination on the Early Schooling Experiences of Children from Immigrant Families. Washington, D.C.: Migration Policy Institute.

Adair, J.K., Barraza, A. & Shillady, A. (2014) Voices of Immigrant Parents in Preschool Settings: NEXT A professional development guide offered through the National Association for the Education of Young Children. Washington, DC: NAEYC. Found at: http://www.naeyc.org/files/naeyc/NEXT%20YC0914%20(2).pdf

Adair, J.K. (2014) Examining Whiteness as an Obstacle to Positively Approaching Immigrant Families in U.S. Early Childhood Educational Settings. Journal of Race, Ethnicity and Education

Adair, J.K. & Barraza-Correa, A. (2015). Teaching Ideas from Immigrant Families. Teaching Young Children 8(4), p. 11-13.

Tobin, J., Arzubiaga, A. & Adair, J.K. (2013). Children Crossing Borders: Immigrant Parent and Teacher Perspectives on Preschool. New York: Russell Sage.

Inquiry Based Curriculum in ECE

Pacini-Ketchabaw, V., Nxumalo, F., & Kocher, L.  et al. (2014).  Journeys: Reconceptualizing early childhood practices through pedagogical narration. Toronto: University of Toronto Press.

Professional Development

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.

Racialization in the Early Childhood Classroom

Doucet, F. & Adair, J.K. (2013). Addressing Race and Inequity in the Classroom. Young Children – Research in Review Section 68(5), 88-97.

Research Methodologies in Early Childhood Studies

Nxumalo, F. (2016). Towards ‘refiguring presences’ as an anti-colonial orientation to research in early childhood studies.  International Journal of Qualitative Studies in Education, 29(5), 640-654.

Pacini-Ketchabaw, V., Nxumalo, F., & Rowan, C. (2014). Researching neoliberal and neocolonial assemblages in early childhood education. International Review of Qualitative Reasearch, 7(1), 39–57.

Pacini-Ketchabaw, V., & Nxumalo, F. (2013). Re-generating research partnerships in early childhood education: A non-idealized vision. In J. Duncan & L. Conner (Eds), Research partnerships in early childhood education: Teachers and researchers in collaboration (pp.11-26). New York: Palgrave Macmillan.

Adair, J.K. (2016) Video-cued Ethnography. In File, N. Muelle, J.J., Wisneski, D. B. & Stremmel, A. (Eds) Understanding Research in Early Childhood Education: Quantitative and Qualitative Methods. New York: Routledge

School Readiness

Brown, C. P., Pickard, H. (2014). Balancing the school readiness equation in early learning environments. Childhood Education.

Brown, C. P., & Lan, Y.C. (2015). A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB. Teaching and Teacher Education, 45, 1-13.

Brown, C. P. (2013). Reforming preschool to ready children for academic achievement:  A case study of the impact of pre-k reform on the issue of school readiness. Early Education and Development, 24,554-573.

Sociocultural Knowledge

Adair, J.K., Tobin, J. & Arzubiaga, A. (in press). The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers Who Teach Children of Recent Immigrants. Teachers College Record.

Adair, J.K. (2011). Confirming Chanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers. Journal of Early Childhood Teacher Education 32(1), 55-71.

Teaching Diverse Children in a High-stakes Context

Brown, C. P., & Mowry, B. (2016).“I wanted to know how they perceived jail”: Studyinghow one early educator brought her students’ worlds into her standardized teaching context. Early Childhood Education Journal. DOI:10.1007/s10643-016-0776-z

Brown, C. P., & Mowry, B. (2016). Using testimonio to bring children’s worlds into a standardized teaching context: An example of culturally relevant teaching in early childhood education. Childhood Education, 92 (4), 281-289.

Brown, C. P., Weber, N. B., & Yoon, Y. (2016). Reluctantly governed: The struggles of early educators in a professional development course that challenged their teaching in a high-stakes neoliberal early education context. Contemporary Issues in Early Childhood, 17 (2), 210-234.

Brown, C. P., Weber, N. B., Yoon, Y. (2015). The practical difficulties for early educators who tried to address children’s realities in their high-stakes teaching context. Journal of Early Childhood Teacher Education.

Brown, C. P., & Lee, J. E. (2012). How to teach to the child when the stakes are high: Examples of implementing developmentally appropriate and culturally relevant practices in pre-kindergarten. Journal of Early Childhood Teacher Education, 33322-348.

Teaching and Teacher Education

Brown, C. P., Bay-Borelli, D. E., & Scott, J. (i2015). Figuring out how to be a teacher in a high-stakes context: A case study of first-year teachers’ conceptual and practical development. Action in Teacher Education. 

Brown, C. P., Mowry, B., & Feger, B. (2015). Helping others understand academic rigor in teachers’ developmentally appropriate practices. Young Children, 70 (4), 62-69.

Brown, C. P. (2015). Taking and teaching the test are not the same: A case study of first year teachers’ experiences in high-stakes contexts. Teachers and Teaching: Theory and Practice21 (8), 1026-1044.

Brown, C. P., & Mowry, B. (2015). Close early learning gaps with RIGOROUS DAP. Phi Delta Kappan, 96 (7), 53-57.

Brown, C. P., & Mowry, B. (2013). Balancing preschool and academic rigor. Principal, 92, 52-53.

Brown, C. P. (2016). Taking and teaching the test are not the same: A case study of first year  teachers’ experiences in high-stakes contexts. Teachers and Teaching: Theory and Practice22 (3).

Brown, C. P., & Mowry, B. (2013). Balancing preschool and academic rigor. Principal, 92, 52-53.

Technology and Young Children

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.

Moore, H.C. & Adair, J.K. (2015). “I’m Just Playing iPad”: Comparing preschoolers’ and pre-service teachers’ social interactions while using tablets for learning. Journal of Early Childhood Teacher Education.