Contact Us

Have a question for Elementary & Early Childhood Education? Contact us.

Dr. Nancy Casey, Chair
ncasey@sbu.edu
(716) 375-2141
Plassmann Hall Room B48
St. Bonaventure University
St. Bonaventure, NY 14778

What Can I Do With This Major?

ELEMENTARY & EARLY CHILDHOOD EDUCATION

Become an Extraordinary Teacher of Young Children

Early Childhood EducationThe undergraduate major in elementary education helps students develop knowledge and skills necessary for effective teaching in today's elementary schools. Students are prepared for teaching in a way that is reflective of Franciscan service to others - an ideal that is central to the mission of St. Bonaventure University.

Students who major in elementary and early childhood education prepare for New York teacher certification in Childhood Education (grades 1–6) with dual certification in Early Childhood Education (birth-grade 2).

Graduates from our programs can be found in school districts all over the country, and should you want to teach outside of New York, our Certification Office will give you advice about obtaining certificates in other states.

Teachers are best prepared when they learn how to teach in real classrooms, so our program involves students in extensive field experiences beginning in freshman year. While you develop knowledge 
about teaching, you will spend a significant amount of time interning and teaching in actual classrooms. As a student seeking early childhood certification, you will work not only in elementary classrooms, but in a variety of child care and preschool settings.

Within a curriculum focusing on developmental learning theories, pedagogy, principles of classroom management, and sound educational research, SBU education majors are encouraged to be active participants as they create their own knowledge and develop as teachers.

For the two semesters before student teaching, you will be involved in a Professional Development School program where you and about 15 other SBU students (along with two faculty members) spend two days a week at a local elementary school. During those two semesters, you will develop the skills needed to create supportive learning environments for children. 

You will learn to adapt curriculum so that you can meet the learning and developmental needs of all children. By the end of your four-year program, you will be ready to work with young children, constructing learning opportunities to meet their intellectual, social, emotional and physical needs. You will be a caring, professional educator.

Brown, Adam

Titles/Responsibilities Associate Professor
Academic School
School of Education
Academic Department Elementary Education
Contact Information Office Phone: (716) 375-2316
E-Mail: abrown@sbu.edu 
Website: http://sched.sbu.edu/faculty/abrown/ 
Office Location Plassmann Hall, B49
Courses Taught
  • EDUC 099C. Conflict Resolution Workshop (2002-05)
  • EDUC 210. Human Development & Learning 
  • EDUC 432A. Independent Study: Research (2002-07)
  • EDUC 500. Research Methods (2001-05)
  • EDUC 510/CE 511. Advanced Human Growth & Development 
  • PSYC 101. An Introduction to Psychology 
  • PSYC 225. Psychology of Adult Development & Aging  
  • PSYC 305. Research in Developmental Psychology (Laboratory)  
  • PSYC 312. Developmental Psychology 
  • PSYC 420M. Evolutionary Psychology (2000)
  • PSYC 420P. Theories of Motivation (2001)
  • PSYC 483. Independent Study: Developmental Psych (2000-07)
  • PSYC 500. Advanced Research Methods (2000)
  • CLAR 102. Introduction to the Natural World (2003)
  • CLAR 105. Inquiry in the Social World (2005)
  • CLAR 401. The University Forum (2004)
Academic Degrees
  • Ph.D. Educational Psychology and Statistics, SUNY Albany
  • M.S., Educational Psychology & Statistics, SUNY Albany
  • B.A., Psychology and Philosophy (double major), State University of New York at Fredonia
Personal Interests/Community Involvement
Other Education Certificate of Advanced Study (CAS) in Educational Research
Professional Background
Accomplishments

Publications and Presentations 

  • Brown, A., Views of Primary Stakeholders Concerning The Tech Prep Project. Proceedings of the Edward F. Kelly Evaluation Conference, 1997

  • Brown, A., Newcomer, L., Newman, D., The Costs of Teacher Inclusion in Participatory Evaluation.Presented the American Evaluation Association, San Diego, CA, 1997
  • Brown, A., Views of Primary Stakeholders: Differences in Overall Perceptions. Presented at the American Evaluation Association, San Diego CA, 1997
  • Brodsky, S., Newman, D., Brown, A., Newcomer, L., A Year Long Study of Tech Prep in New York State.  Presented at the National Tech Prep Conference, Nashville TN, 1997
  • Brodsky, S., Newman, D., Brown, A., Newcomer, L., Results of Evaluation Study of the First Five Years of Tech-Prep in New York State.  Presented at the Annual State Tech Prep Conference, Saratoga NY, 1997
  • Brown, A., Bringsjord, B., Use of Verbal Protocol Methodology in Evaluating Software Usability.  Presented at the 12th Annual Edward F. Kelly Conference; University at Ottawa, Ottawa, Ontario. 1998
  • Brown, A., Irizarry, J., Empowerment Through Advocacy:An Examination of theAlbany Urban Youth Leadership Institute.  Presented at the Association for Moral Education Conference; Dartmouth College, Hanover, NH. November, 1998
  • Brown, A., VanSlyck, M., Teaching Conflict Resolution: The Role of Cognitive and Moral Development. Presented at the 22nd annual Eastern Educational Research Association Conference; Hilton Head, South Carolina.  February 24-27, 1999
  • Brown, A., Irizarry, J., Conceptualizations of Multicultural Education.  Presented  at the 8th Annual Diversity Conference; University at Albany.  March 11-12, 1999
  • Campbell, K., Brown, A., Evaluation of the Institute for Urban Youth Leadership Development.  Presented at the 13th Annual Edward F. Kelly Conference; Queens University, Kingston, Ontario. 1999
  • Brown, A., Conflict Resolution.  Presented Sigma Chi, State University of New York, College at Fredonia chapter, Fredonia, New York, 1999
  • Brown, A., Baltrus, J., Attitudes Toward Conflict: Correlates and Directions for School Intervention Programs.  Presented at the annual meeting of the American Psychological Association, Boston, 1999
  • Brown, A., Cognitive Abilities and Belief Formations: Their Role in Designing Conflict Resolution Interventions.  Presented at the annual meeting of the American Psychological Association, Washington D.C., 2000
  • Brown, A., Dogmatism Correlates: Working Memory.  Presented at the annual meeting of the Eastern Psychological Association, Washington D.C., 2001.
  • Brown, A., Perceived Female Attractiveness and the Eye Brow Flick. Presented at the annual meeting of the American Psychological Society, Toronto, Ontario, Canada, 2001
  • Brown, A., The Relationship of Working Memory, Authoritarianism and Dogmatism to Conflict Resolution Styles. Presented at the 82nd annual meeting of the Association of Teacher Educators, Denver, Colorado, 2002
  • Chiappe, D., Brown, A., & Rodriguez, M., Remembering the Faces of Potential Cheaters and Cooperators in Social Contract Situations. Presented at the Annual Meeting of the Human Behavior & Evolution Society. Rutgers University, New Jersey, 2002
  • Brown, A., The Relationship of Perception of ConflictVerbal Working Memory, and Open vs. Closed Belief Systems. Presented at the 14th American Psychological Society Annual Convention. New Orleans, 2002
  • Brown, A., From Peacocks to Primates: Experiments in Biological Attractiveness. Presented at the Faculty Forum, St. Bonaventure University, 2003
  • Brown, A., Kin Selection and Attractiveness. Presented at the 16th Annual American Psychological Association Convention, Chicago, 2004
  • Chiappe, D., Brown, A., Dow, B., Koontz, J., Rodriguez, M., McCulloch, K. (2004). Cheaters are Looked at Longer and Remembered Better than Cooperators in Social Exchange Situations. Evolutionary Psychology 2: 108-120
  • Brown, A., Spatial Memory in the Western Lowland Gorilla. Presented at the Annual Meeting of the American Psychological Society Convention, Los Angles, 2005
  • Brown, A. & Zimmer, J. Tune Up Your Lectures. Presented at the Friday Forum, St. Bonaventure, NY, 2005
  • Brown, A., Attractiveness Influences Indiscretion Decisions: Implications for Jealousy. Presented at the 18th Annual Association for Psychological Science Convention, New York, 2006
  • Brown, A., (2006). A Cognitive Approach to Dogmatism: An Investigation into the Relationship of Verbal Working Memory and Dogmatism. Journal of Research in Personality, 41. 946-952
  • Brown, A., Swanson, P., Chiappe, D., Cross Cultural Attractiveness. New England Psychological Association, Springfield, MA, 2008.
  • Brown, A., Chiappe, D., Button, A., Working Memory's Relationship With Social Contract Status,  APS Annual Convention in San Francisco, CA, 2009
  • Brown, A., Keller, C. J., & Prudente, A. E. (2010). Conflict Attitudes Relationship to Multiple Personality Factors: Cognitive and Theoretical Underpinnings. Conflict Resolution & Negotiation Journal, 2010(1) 23-30
  • Brown, A.M., & Prudente, A.E. (2012). Dogmatism and Learning. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning(in print). Berlin: Springer. {Encyclopedia of the Sciences of Learning, Norbert M. Seel (Ed.), ISBN: 978-1-4419-1427-9, 5000 pages, 7 volumes}
  • Brown, A.M., & Prudente, A.E. (2012). Dogmatism. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning(in print). Berlin: Springer. {Encyclopedia of the Sciences of Learning, Norbert M. Seel (Ed.), ISBN: 978-1-4419-1427-9, 5000 pages, 7 volumes}
  • Brown, A., Chiappe, D.,  Memory for Cheaters and Cooperators in Social Contract Contexts. Presented at the annual meeting of the American Psychological Association. Los Angles, 2010
Teaching Philosophy

The constructivistic approach to teaching and learning is based on a combination of a subset of research within cognitive psychology and a subset of research within social psychology, just as behavior modification techniques are based on operant conditioning theory within behavioral psychology.

The basic premise is that an individual learner must actively build knowledge and skills (e.g., Bruner, 1990) and that information exists within these built constructs rather than in the external environment. [See Ullman (1980) versus Gibson (1979) for an overview of this controversy within the cognitive perspective.]

However, all advocates of constructivism agree that it is the individual's processing of stimuli from the environment and the resulting cognitive structures, that produce adaptive behavior, rather than the stimuli themselves (Harnard, 1982). 

Current Research Interests/Projects
Website Links

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