Bradley Conrad | Capital University, Columbus Ohio
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  • Bradley Conrad, Ph.D.

    Associate Professor

    Bio-Placeholder
    Contact

    Education
    Ruff Learning Center
    210

    614-236-6144
    bconrad2@capital.edu

    • Classes

      EDU 201 - Introduction to Curriculum, Instruction, and Assessment
      EDU 401 - Developing as a Professional: Student Teaching Seminar
      EDU 534 - Best Practices in Teaching

    • Biography

      Bradley Conrad is an associate professor in the Education Department where he teaches in the teacher education and master's degree programs. He holds a Ph.D. in Curriculum and Instruction from the University of Denver and has published several articles in the areas of curriculum, teacher dispositions, and culturally responsive pedagogy. He also leads the Tales from the Classroom project, which is comprised of several top scholars across the US examining how educational policy affects students, teachers, and administrators. The project includes a forthcoming edited book, a peer-reviewed blog (www.talesfromtheclassroom.com), and a Research Renderings project that seeks to connect practicing educators and parents to cutting edge research in a digestible way. 

      Recently he co-authored an article with Sally Creasap titled “The Use of Dispositional Assessment in Teacher Preparation Programs as a Means of Preparing Ethically Responsible Teachers” while also co-authoring an article titled “Finding the Balance Between Process and Product in Lesson Planning: The Perceptual Lesson Planning Model” with P. Bruce Uhrmacher and Christy Moroye. 

      He independently published an article in the area of culturally responsive teaching titled “Intentions and Beliefs: Why They Matter and a Conceptual Framework for Understanding Them in Culturally Responsive Teachers” and has several under review. In tandem with Paige Shalter Bruening, he is developing a teacher dispositions assessment instrument, which is in the process of field testing. He is a member of the editorial board for The Journal of Urban Learning, Teaching & Research while also serving as a periodic reviewer for Teacher’s College Record and other such publications. He also is a founding member of the Elliot Eisner Special Interest Group in the American Educational Research Association (AERA) and an executive board member for the American Association for Teaching and Curriculum (AATC).

       

    • Degrees Earned

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

    • Publications

      • Shalter-Bruening, P. & Conrad, B. (2017). Reconceptualization of effective teacher dispositions from a culturally responsive and an educational psychology perspective (Manuscript submitted for review).
      • Conrad, B. (2017). Introducing personalized pedagogy: The evolution of culturally responsive teaching and an in-depth look at the operationalizing of culturally responsive pedagogy (Manuscript submitted for revie).
      • Conrad, B. & Shalter-Bruening, P. (2017). The teacher disposition protocol and its potential for change in the educational enterprise (Manuscript submitted for review).
      • 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.
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