Because of Intellectual Property reasonings, we cannot provide links to these journal articles, but feel free to contact our team (the authors) for assistance.
Full Citation: Conrad, B, C. Moroye & P. B. Uhrmacher (2015). Curriculum Disruption: A Vision for New Practices in Teaching and Learning. Current Issues in Education, 18(3).
Full Citation: Uhrmacher, P. B., Conrad, B. M., & Moroye, C. M. (2013). Finding the Balance Between Process and Product Through Perceptual Lesson Planning. Teachers College Record, 115(7).
Full Citation: Moroye, C., & Uhrmacher, P. B. (2010). Aesthetic themes as conduits to creativity. Cultivating curious and creative minds: The role of teachers and teacher educators. Lanham, Maryland: Rowman & Littlefield Education, 99-114.
Full Citation: P. B. Uhrmacher, B. Conrad, and C. Moroye. (2016). Aesthetic, Spiritual, and Flow Experiences: Contrasts and Educational Implications. Education and Culture, 32(1).
Full Citation: Moroye, C. M., & Uhrmacher, P. B. (2012). Standards, Not Standardization: Orchestrating Aesthetic Educational Experiences. Language Arts Journal of Michigan, 28(1), 13.
​Full Citation: Moroye, C., & Uhrmacher, P. B. (2009). Aesthetic themes of education. Curriculum and Teaching Dialogue, 11(1-2), 85-101.
Full Citation: ​Meng, L., & Uhrmacher, P. B. (2014). Chan teaching and learning: An aesthetic analysis of its educational import. Asia Pacific Education Review, 1-11.
Full Citation: ​Uhrmacher, P. B. (2009). Toward a theory of aesthetic learning experiences. Curriculum Inquiry, 39(5), 613-636.
Full Citation: Uhrmacher, P. B. (2011). Risk-taking and the dance of the blessed spirits. In Bunn, K. & Uhrmacher, P.B. (Eds.), Beyond the one room school. Rotterdam, Netherlands: Sense Publishers.