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Finding the Balance Between Process and Product Through Perceptual Lesson Planning


by P. Bruce Uhrmacher, Bradley M. Conrad & Christy M. Moroye - 2013


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Cite This Article as: Teachers College Record Volume 115 Number 7, 2013, p. 1-27
https://www.tcrecord.org ID Number: 17041, Date Accessed: 11/16/2019 11:22:57 PM
 
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About the Author
  • P. Bruce Uhrmacher
    University of Denver
    E-mail Author
    P. BRUCE UHRMACHER is Professor of Education and Coordinator of the Curriculum and Instruction program at the Morgridge College of Education, University of Denver. He is also the faculty advisor to the Aesthetic Education Institute of Colorado. His research interests include aesthetic education, curriculum theory and practice, and arts-based approaches to research. He is the Co-Editor for Curriculum and Teaching Dialogue journal, and Co-Editor of the book Beyond the One Room School.
  • Bradley Conrad
    Capital University
    E-mail Author
    BRADLEY M. CONRAD is an Assistant Professor of Education at Capital University. His research interests include culturally responsive teaching, curriculum, teacher education, and the arts in education. His most recent publication is the essay "The Power to Transform: Implementation as Aesthetic Awakening" in Essays on Aesthetic Education for the 21st Century.
  • Christy Moroye
    University of Northern Colorado
    E-mail Author
    CHRISTY M. MOROYE is an Assistant Professor of Educational Foundations and Curriculum Studies in the College of Education and Behavioral Sciences at the University of Northern Colorado, Greeley, Colorado. Her research interests include aesthetic and ecological perspectives of curriculum and teaching. She is the Associate Editor for Curriculum and Teaching Dialogue and recently published “Daydreams and Awakenings: A review of Fields of Green: Restorying culture, environment, and education” with Ben Ingman in Curriculum Journal.
 
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