McConnell, C., Conrad, B., Uhrmacher, P. B. (2020). Lesson Planning with Purpose: Five Approaches to Curriculum Design. Teachers College Press. 

Publications

 

  • Conrad, B. & DoBroka, C. (Eds.) (2020). Tales from the classroom: How educational reform really affects our schools (in progress).

 

  • McConnell, C., Conrad, B., & Uhrmacher, P. B. (2020). Lesson planning with purpose: Five approaches to curriculum design. New York: Teachers College Press (in press). 

 

  • Conrad, B. & Shalter-Bruening, P. (2020). Reconceptualization of effective teacher dispositions from a culturally responsive and an educational psychology perspective. (Manuscript submitted for review).

 

  • Conrad, B. & Shalter-Bruening, P. (2020). The teacher disposition protocol and its potential for change in the educational enterprise (Manuscript submitted for review).

 

  • Conrad, B. (2019). Curriculum Consonance. In Encyclopedia of Education. New York: Routledge. (In press)

 

  • Conrad, B. (2019). Constructivism. In Encyclopedia of Education. New York: Routledge. (In press)

 

  • Conrad, B. (2019). Preparing teachers for deeper learning by Linda Darling-Hammond & Jeannie Oakes. Teachers College Record, https://www.tcrecord.org ID Number: 22883. 

 

  • Uhrmacher, P. B., Moroye-McConnell, C. & Conrad, B. (2019). Forward. In K. Baxter (Ed.), Nurturing art educators: A planbook/sketchbook for vibrant art education lesson plans. New York: Teachers College Press.

 

  • Conrad, B. (2018). Forward. In S. Harris (Ed.), Effective Teaching: Educators Perspective of Meaning Making in Higher Education. Charlotte, NC: Information Age Publishing. 

 

  • Conrad, B. (2018). Reel education: Documentaries, biopics, and reality television by Jacqueline Bach. Curriculum & Teaching Dialogue, 20(1&2), 167-170.

 

  • Uhrmacher, P. B., Moroye, C., Conrad, B. (2015). Aesthetic, spiritual, and flow experiences: Contrasts and educational implications. Education and Culture 32(1), 131-151.

 

  • Conrad, B., Uhrmacher, P. B., Moroye, C. (2015). Curriculum disruption: A vision for new practices in teaching and learning. Journal of Scholastic Inquiry: Education, 18(3), 1-20.

 

  • Conrad, B., & DoBroka, C. (2015). National Council of Teachers of English (NCTE), Accreditation Report for Capital University’s Integrated Language Arts Program. Online publication: Nationally Accredited.

 

  • Creasap, S. & Conrad, B. (2014). The use of dispositional assessment in teacher preparation programs as a means of preparing ethically responsible teachers. Journal of Scholastic Inquiry: Education, 2(1), 15-33.

 

  • Uhrmacher, P. B., Conrad, B., & Moroye, C. (2013). Finding the balance between process and product in lesson planning: The perceptual lesson planning model. Teachers College Record, 115(7), 1-27.

 

  • Conrad, B. (2012). Intentions and beliefs: Why they matter and a conceptual framework for understanding them in culturally responsive teachers. Curriculum and Teaching Dialogue, 14(1), 85-97.

 

  • Uhrmacher, P. B. & Conrad, B. (2011). Cultural currents, International Journal for Leadership in Education, 14(1), 119-125.

 

  • Uhrmacher, P. B. & Conrad, B. (2010). Cultural currents, International Journal for Leadership in Education, 13(3), 349-356.

 

  • Uhrmacher, P. B., Conrad, B., & Lindquist, C. (2010). The power to transform: implementation as aesthetic awakening. In T. Costantino & B. White (Eds.), Essays on Aesthetic Education for the 21st Century. Boston: Sense.

 

Blog Publications

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The good Education Group

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