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INFORMATION FOR

Fay Brown, PhD

Associate Research Scientist in the Child Study Center
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Additional Titles

Director, Child and Adolescent Development School Development Program Yale Child Study Center

About

Titles

Associate Research Scientist in the Child Study Center

Director, Child and Adolescent Development School Development Program Yale Child Study Center

Biography

Fay E. Brown, an Associate Research Scientist at the Child Study Center at Yale University, serves as the Director of Child and Adolescent Development for the School Development Program in that Center. She received a Bachelor of Arts degree in Psychology from the University of Connecticut in 1984 and later received a Master of Education degree in Guidance and Counseling, and then a Ph.D. in Educational Psychology from Howard University.

Dr. Brown has worked at the elementary, high school and college levels, teaching and counseling students. In 1993, she was recognized by the National Association for Personal Workers (NAPW) for her outstanding contribution to
student development. Her major focus is to help schools create and maintain developmentally appropriate conditions to ensure the holistic development of every child.

Dr. Brown has served as educational consultant to various groups, including the educational task force of the United Church of Christ. She is a motivational speaker, and in that capacity, presents at local, national, and international events.

Appointments

Other Departments & Organizations

Education & Training

PhD
Howard University (1996)

Research

Overview

A significant part of the work that I do focuses on helping educators and parents develop or enhance their awareness of the importance of a developmental understanding for effectively teaching and rearing children. Along this line, I have worked with colleagues to develop instruments that we are utilizing to collect pre and post-test data particularly from teachers, to ascertain their use of developmental principles in working with their students, and the impact of such developmental focus on students' behavior and their academic performance. Over the years, I have also been interested in examining the relationship between the level of acting out behaviors of elementary grade students who have often been labeled as “problem students,” and their ability to read. I suspected that for some students, the greater their reading difficulty, the more behavior problems they would exhibit. Data that I collected from several schools both qualitative and quantitative, confirmed that suspicion. I also found that for those same students, when they participated in an intervention reading program that I directed, both their behavior and reading skills improved in as quickly as six weeks and continued to improve as the school year progressed. I continue to work with some of those schools to help them improve conditions that will result in more positive trajectories for their students.

Publications

Others

  • Maholmes, V., & Brown, F. (2002). Over-representation of African-American Students in special education: The role of a developmental framework in shaping Teachers’ interpretation of African-American students’ behavior. The Trotter Review: Race, Ethnic
    Peer-Reviewed Original Research
  • Brown, F., Maholmes, V., Murray, E., & Nathan, L. (1998). Davis street magnet school: Linking child development with literacy. Journal of Education for Students Placed At Risk. Volume 3, 23 – 38.
    Peer-Reviewed Original Research
  • Brown, F.E. & Murray, E. (2005). Essentials of literacy: From a pilot site at Davis Street school to district-wide intervention. Journal of Education for Students Placed At Risk, 10 (2), 185-197.
    Peer-Reviewed Original Research
  • Brown, F. E. (2004). Essentials of literacy: Turning nonreaders into readers. In James P. Comer, Edward T. Joyner, and Michael Ben-Avie, Dynamic instructional leadership to support student learning and development: The Field Guide to Comer Schools in Action
    Peer-Reviewed Original Research
  • Brown, F. E. & Corbin, J. N. (2004). Child development: The foundation of education. In James P. Comer, Edward T. Joyner, and Michael Ben-Avie, Six pathways to healthy child development and academic success: The Field Guide to Comer Schools in Action
    Peer-Reviewed Original Research
  • Brown, F., & Woodruff, D. (1999). Getting the most out of students: Effort and the teacher-student relationship. In James P. Comer, Michael Ben-Avie, Norris N. Haynes, and Edward T. Joyner. Child by Child: The Comer Process for Change in Education.
    Peer-Reviewed Original Research

Get In Touch

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Child Study Center

PO Box 207900, 230 South Frontage Road

New Haven, CT 06520-7900

United States