View all staff
Professor Chris Brown

Professor Chris Brown

Head of School

Accepting applications from PhD students.

Connect with Chris

Email: Christopher.Brown@soton.ac.uk

Google Scholar
ORCID
LinkedIn
Publications External roles and responsibilities Biography
Publications External roles and responsibilities Biography

Publications

103 publications
Page 8 of 11
Educational brokerage and knowledge mobilization in the united states1
Joel R. Malin, Chris Brown & Angela Șt. Trubceac, 2019
DOI: 10.4324/9780429462436-2
Type: bookChapter
Innovative models that bridge the research-practice divide
David Godfrey & Chris Brown, 2019
DOI: 10.4324/9780203701027-7
Type: bookChapter
Joining worlds: Knowledge mobilization and evidence-informed practice
Joel R. Malin & Chris Brown, 2019
DOI: 10.4324/9780429462436-1
Type: bookChapter
Rethinking rationality within an ecosystem approach to foster research-informed practice
Chris Brown, 2019
DOI: 10.4324/9780203701027-12
Type: bookChapter
What is the research brokerage role that can be played by social relationships?
Chris Brown, 2019
DOI: 10.4324/9780429462436-8
Type: bookChapter
Does a theory of action approach help teachers engage in evidence-informed self-improvement?
Jane Flood & Christopher David Brown, 2018, Research for All, 2(2), 347–358
DOI: 10.18546/RFA.02.2.12
Type: article
Exploring the impact of social relationships on teachers’ use of research
Chris Brown, Dell Zhang, Nan Xu & Stephen Corbett, 2018, International Journal of Educational Research, 89, 36-46
DOI: 10.1016/j.ijer.2018.04.003
Type: article
Going for broke
Joel R. Malin, Chris Brown & Angela St Trubceac, 2018, AERA Open, 4(2)
DOI: 10.1177/2332858418769297
Type: article
How effective is the research and development ecosystem for England’s schools?
David Godfrey & Chris Brown, 2018, London Review of Education, 16(1), 136-151
DOI: 10.18546/LRE.16.1.12
Type: article
Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices?
Chris Brown & Jane Flood, 2018, Teaching and Teacher Education, 72, 144-154
DOI: 10.1016/j.tate.2018.03.007
Type: article