Bryan A. Brown Ph.D., is an associate professor of education at Stanford University. His research focuses on the relationship between minority students’ language practices and identities, and classroom learning.
Dr. Brown has a strong record of research examining how the language practices of classrooms impact students’ learning. He was awarded the distinguished Spencer Foundation Fellowship for early career research in 2006. In addition, the National Association for Research in Science Education awarded him the 2007 Distinguished Early Career Award for his research on language and science education. More recently he was awarded the Journal of Research of Science Teaching (JARST) award for the most influential manuscript of 2008.
As the principal investigator for this research project, Dr. Brown brings a wealth of insights into research and teaching in minority communities. Recently his work explored how applying a theoretical lens that applies the notion of discursive identity to classroom learning would help scholars gain insights regarding the impact of language on students’ identity and classroom learning (Brown, Reveles, & Kelly, 2005). That research explored students’ perception of the role of science discourse and its impact on their sense of belonging (Brown, 2006).
The results of his past research has highlighted how students’ greatest difficulty in assimilating to the culture of a science classroom was found in their attempts to synthesize the discourse of science into their science identities. In examining potential interventions designed to address this issue. Dr. Brown led a team of scholars in the development of Disaggregate instruction that was demonstrated to have significant impact on students’ classroom learning (Brown, & Ryoo, 2008).
Education
• Ph.D. in Educational Psychology --Specialization in Teaching and Learning University of California, Santa Barbara Degree awarded: October, 2002
• M.A. in Education -- Specialization in Science Education University of California, Santa Barbara Degree awarded: June, 2000
• B.S. --- Biological Sciences -- Minor Emphasis: Genetics Hampton University Degree awarded: May, 1996
Professional Experience
• Assistant Professor Stanford University – 2003- Current.
• Visiting Professor Michigan State University – 2002-2003
• Director of Operations The Etu Schule Educational Project – 1996 – Current
Science Teacher Jordan High School: Long Beach, CA – 1996-2001
Relevant Publications
• Brown, B. (in press) Isn’t that just good teaching? Disaggregate Instruction and the language identity dilemma. The Journal of Science Teacher Education.
• Brown, B; Ryoo, K.; & Rodriguez, J. (2010) Pathway Towards Fluency: Using Disaggregate Instruction to promote science literacy. International Journal of Science Education, 32, 11, 1465-1493.
• Brown, B.; & Kloser, M. (2009) A view of the tip of the iceberg: revisiting conceptual continuities and their implications for science teaching. Cultural Studies in Science Education, 4, 921-928.
• Brown, B.; & Kloser, Matthew. (2009) Conceptual Continuity & Accessing Everyday Scientific Understandings. Cultural Studies in Science Education, 4, 875-897.
• Brown, B; & Ryoo, K. (2008) Teaching Science as a Language: A ‘Content-First’ approach to science teaching. Journal of Research in Science Teaching, 45, 525-664.
• Reveles, J.; & Brown, B. (2008) Discursive Identity and Science Teaching: Teachers Emphasizing Student Identity in Science Instruction. Science Education, 92, 5.
• Brown, B. (2008) Assessment and Academic Identity: Using Embedded Assessment as an instrument for Academic Socialization in Science Education. Teachers College Record, 110, 10, p
• Brown, B.; & Spang, E. (2008) Teaching Science as an Academic Discourse: Creating the Context for Scientific Discourse Appropriation. Science Education, 92 p.708-732.
• Brown, B.; & Kelly, G. (2007) When Clarity and Style Meet Substance: Language, Identity, and the Appropriation of Science Discourse. Roth, W.M. , & Tobin, K. (Eds.) Science, Learning, Identity: Sociocultural and Cultural-Historical Perspectives. Rotterdam, The Netherlands: Sense Publishers.
