Bradley Conrad | Capital University, Columbus Ohio
Close

Majors

  • Bradley Conrad, Ph.D.

    Associate Professor

    Bradley Conrad 600x600
    Contact

    Education
    Ruff Learning Center
    210

    614-236-6144
    bconrad2@capital.edu

    • Classes

      EDU 201 - Introduction to Curriculum, Instruction, & Assessment
      EDU 301 - Developing as a Professional III
      EDU 310 - Writing: Theory and Practice
      EDU 401 - Student Teaching Seminar
      EDU 532 - Curriculum, Instruction, & Assessment: Theory into Practice

    • Biography

      Bradley Conrad is an associate professor in the School of Education at Capital University. Dr. Conrad is co-author of the book Lesson Planning with Purpose: Five Approaches to Curriculum Design. He has published several articles and book chapters in the areas of curriculum, teacher dispositions, culturally responsive pedagogy, and the arts in education. In K-12 education, he has been a substitute teacher, high school English teacher, department coordinator, instructional coach, and new teacher mentor during his career beginning in 2001. He serves as the team lead on the Tales from the Classroom Project, an undertaking designed to improve education by sharing the voices of those in our schools along with the best research in K–12 education. 

      Dr. Conrad has held a number of national leadership positions in educational research associations. He is a founding member and long-time officer in the American Educational Research Association (AERA) Elliot Eisner SIG, former executive board member and program chair for the American Association for Teaching and Curriculum (AATC), and a reviewer and/or contributing editor for several peer-reviewed journals. He has appeared on a number of national media outlets and as an invited speaker at various events to discuss numerous issues related to K-12 education. 

      Dr. Conrad has written and evaluated curriculum across the educational spectrum. He has written several graduate programs in education, a myriad of online and face-to-face courses, led curriculum writing projects in K-12 schools and at international workshops on lesson planning, and led various curriculum evaluations and revisions. He received his Ph.D. in Curriculum and Instruction from the University of Denver in 2011. 

    • Degrees Earned

      Ph.D. Curriculum & Instruction, University of Denver
      MA Curriculum & Instruction, University of Denver
      BA Journalism, Ohio University

    • Publications

      Uhrmacher, P. B.,  Lindquist, C., & Conrad, B. (2021). The apposing curriculum. Curriculum and Teaching Dialogue, 23(1).

       
      Conrad, B. (2021). Curriculum Consonance. In Encyclopedia of Education. New York: Routledge, https://education.routledgeresearchencyclopedias.com. (In press)


      Conrad, B. (2021). Constructivism. In Encyclopedia of Education. New York: Routledge, https://education.routledgeresearchencyclopedias.com. (In press)


      McConnell, C., Conrad, B., & Uhrmacher, P. B. (2020). Lesson planning with purpose: Five approaches to curriculum design. New York: Teachers College 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 [Review of the book 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. Current Issues in 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.