Perceptive Teaching | Planningwithpurpose

PWP Cover_edited.jpg

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

Criticism and Connoisseurship.jpg

Uhrmacher, P. B., McConnell Moroye, C. M. and Flinders, D. J. (2017). Using Educational Connoisseurship and Criticism for Qualitative Inquiry. Routledge.

Book Chapters

McConnell, C. and Uhrmacher, P. B. (in press). Eco-aesthetic experiences: A Deweyan framework for ecological aims in schools. In P. L. Maarhuis & A. G. Rud (Eds.), Imagining Dewey: Artful works and dialogue about Art as Experience. Leiden, The Netherlands: Brill-Sense. Expected Summer 2020.

Uhrmacher, P. B. & Moroye, C. M. (2014). Experience, heightened vitality, and aesthetic engagement, or why is stick man smiling. In Donna Adair Breault and Rick Breault (Eds.), Experiencing Dewey: Insights for today’s classroom (2nd ed.) (62-65). New York, NY: Routledge.

Moroye, C. M. (2010). Ecologically Minded Teaching: Authenticity and Care. In P. B. Uhrmacher & K. Bunn (Ed.), Beyond the One Room School. Sense Publishers.

Uhrmacher, P. B. and Moroye, C. M. (2008). Finding our Niche: Accountability in Higher Education. in J.J. Slater, D. M. Callejo, and S. M. Fain (Eds.), The War Against the Professions: The Impact of Politics and Economics on the Idea of the University (pp. 108-125). Rotterdam, The Netherlands: Sense Publishers.

PWP Cover_edited.jpg

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

Criticism and Connoisseurship.jpg

Uhrmacher, P. B., McConnell Moroye, C. M. and Flinders, D. J. (2017). Using Educational Connoisseurship and Criticism for Qualitative Inquiry. Routledge.

Book Chapters

McConnell, C. and Uhrmacher, P. B. (in press). Eco-aesthetic experiences: A Deweyan framework for ecological aims in schools. In P. L. Maarhuis & A. G. Rud (Eds.), Imagining Dewey: Artful works and dialogue about Art as Experience. Leiden, The Netherlands: Brill-Sense. Expected Summer 2020.

Uhrmacher, P. B. & Moroye, C. M. (2014). Experience, heightened vitality, and aesthetic engagement, or why is stick man smiling. In Donna Adair Breault and Rick Breault (Eds.), Experiencing Dewey: Insights for today’s classroom (2nd ed.) (62-65). New York, NY: Routledge.

Moroye, C. M. (2010). Ecologically Minded Teaching: Authenticity and Care. In P. B. Uhrmacher & K. Bunn (Ed.), Beyond the One Room School. Sense Publishers.

Uhrmacher, P. B. and Moroye, C. M. (2008). Finding our Niche: Accountability in Higher Education. in J.J. Slater, D. M. Callejo, and S. M. Fain (Eds.), The War Against the Professions: The Impact of Politics and Economics on the Idea of the University (pp. 108-125). Rotterdam, The Netherlands: Sense Publishers.

Who I Am

Open-Minded

I am receptive and amenable to new ideas, situations, and people; I am willing to take risks.

Aware

I understand and reflect upon my own values, culture, beliefs, and practices; I actively get to know my students; I am open to feedback.

Caring

I believe all students are worthy; I build relationships with students and others; I create safe spaces for learning.

Authentic

I am present, genuine in my interactions, and appropriately open with students and others.

What I Do

Personalize the Experience

I provide multiple ways for students to engage with content and invite cultural perspectives into the classroom as a part of the learning.

Teach the Whole Person

I view students as individuals and support their academic, social and emotional growth.

Teach with Intention

I make curricular and instructional decisions based upon my current students' needs and interests.

Develop Autonomy

I help students think critically, learn to solve problems, and become agents of change in their lives.