Jenifer Jasinski Schneider
Biographic Data
| ID | 3827979 |
|---|---|
| NAME | Jenifer Jasinski Schneider |
| GIVEN NAMES | Jenifer Jasinski |
| FAMILY NAME | Schneider |
| SIGNATURE | SCHNEIDER J J |
| AFFILIATIONS | University of South Florida |
| ORCID | 0000-0003-3789-8865 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Synthesizing Professional Knowledge and Racial Literacy Content Through Explicit Composing Instruction: A Discourse Synthesis Study
This design-based study occurred within a writing methods course in an urban teacher education program. We designed an intervention to develop student teachers’ meta-composing strategies, critical thinking, and justice-oriented reflexivity by revising a teacher-as-writer course assignment to achieve two pedagogical goals: (1) synthesizing antiracist and pedagogical content from curated source texts, and (2) explicating racial literacy as future w…
Conversations in a Pub: Positioning the Critical Friend as “Peer Relief” in the Supervision of a Teacher Educator Study Abroad Experience
In this paper, we share the results of a self - study of our experience as university supervisors in a study abroad program for U.S. pre - service teachers. We share the shifts in our thinking that occurred as a result of our daily conversations about our work as teacher educators. Our reflections led us to new understandings of the nuances of field experiences, our constructions of pre - service teachers in the field, and the necessity of person…
Environmental E‐Books and Green Goals: Changing Places, Flipping Spaces, and Real‐izing the Curriculum
Pre‐service teachers collaborated with 6th grade students to audit a College of Education building looking for possibilities to “go green.” The student/teacher teams developed an e‐book collection of project descriptions, completed budgets, estimated timelines, and sustainability requirements for the university to consider. The e‐books also included short films in which the students promoted their ideas for green awareness. In this project, flipp…
Accelerating reflexivity? An ethno-theater interpretation of a pre-service teacher literacy methods field experience
During a teaching methods field experience, we initiated several processes to facilitate pre-service teachers’ reflection, empowerment, and performance as they learned to teach students. Through an ethno-theater presentation and subsequent revisions to an ethno-theater script, we turned the reflective lens on ourselves as we discovered instances of our teaching within this field experience that required us to look at our data and ourselves as con…
Contexts, Genres, and Imagination: An Examination of the Idiosyncratic Writing Performances of Three Elementary Children within Multiple Contexts of Writing Instruction
A year-long, 2-level case study was conducted to examine both the complex writing performances of three students in a 2nd-3rd grade class and the instructional strategies of their teacher, focusing on the interplay between the children’s strategy use and the teacher’s instruction
Writing With Their Whole Being: A cross study analysis of children's writing from five classrooms using process drama 'Ecrire avec tout leur etre: E ́tude comparative des compositions litte ́raire d'e…
The purpose of this paper is to share results from five interpretive studies that examined young children's writing in response to process drama. Through a pooled case comparison, the authors analysed five independent studies that explored process drama as a tool for literacy instruction and learning. From this analysis, several themes emerged in regard to young children's writing in response to and as part of process drama. In this article, the …
Writing Instruction or Destruction: Lessons to be Learned from Fourth-Grade Teachers’ Perspectives on Teaching Writing
The purpose of this study was to examine fourth-grade teachers' self-assessments of their perceptions about writing development and writing instruction. The authors surveyed fourth-grade teachers within one large school district in the Southeastern United States. Utilizing quantitative and qualitative methodologies, they analyzed the teachers' self-assessments of their instructional practices with regard to writing. They found that the teachers r…
Conversations in a Pub: Positioning the Critical Friend as “Peer Relief” in the Supervision of a Teacher Educator Study Abroad Experience
In this paper, we share the results of a self - study of our experience as university supervisors in a study abroad program for U.S. pre - service teachers. We share the shifts in our thinking that occurred as a result of our daily conversations about our work as teacher educators. Our reflections led us to new understandings of the nuances of field experiences, our constructions of pre - service teachers in the field, and the necessity of person…
Accelerating reflexivity? An ethno-theater interpretation of a pre-service teacher literacy methods field experience
During a teaching methods field experience, we initiated several processes to facilitate pre-service teachers’ reflection, empowerment, and performance as they learned to teach students. Through an ethno-theater presentation and subsequent revisions to an ethno-theater script, we turned the reflective lens on ourselves as we discovered instances of our teaching within this field experience that required us to look at our data and ourselves as con…
Writing With Their Whole Being: A cross study analysis of children's writing from five classrooms using process drama 'Ecrire avec tout leur etre: E ́tude comparative des compositions litte ́raire d'e…
The purpose of this paper is to share results from five interpretive studies that examined young children's writing in response to process drama. Through a pooled case comparison, the authors analysed five independent studies that explored process drama as a tool for literacy instruction and learning. From this analysis, several themes emerged in regard to young children's writing in response to and as part of process drama. In this article, the …
Writing Instruction or Destruction: Lessons to be Learned from Fourth-Grade Teachers’ Perspectives on Teaching Writing
The purpose of this study was to examine fourth-grade teachers' self-assessments of their perceptions about writing development and writing instruction. The authors surveyed fourth-grade teachers within one large school district in the Southeastern United States. Utilizing quantitative and qualitative methodologies, they analyzed the teachers' self-assessments of their instructional practices with regard to writing. They found that the teachers r…
Contexts, Genres, and Imagination: An Examination of the Idiosyncratic Writing Performances of Three Elementary Children within Multiple Contexts of Writing Instruction
A year-long, 2-level case study was conducted to examine both the complex writing performances of three students in a 2nd-3rd grade class and the instructional strategies of their teacher, focusing on the interplay between the children’s strategy use and the teacher’s instruction
Accelerating reflexivity? An ethno-theater interpretation of a pre-service teacher literacy methods field experience
During a teaching methods field experience, we initiated several processes to facilitate pre-service teachers’ reflection, empowerment, and performance as they learned to teach students. Through an ethno-theater presentation and subsequent revisions to an ethno-theater script, we turned the reflective lens on ourselves as we discovered instances of our teaching within this field experience that required us to look at our data and ourselves as con…
Environmental E‐Books and Green Goals: Changing Places, Flipping Spaces, and Real‐izing the Curriculum
Pre‐service teachers collaborated with 6th grade students to audit a College of Education building looking for possibilities to “go green.” The student/teacher teams developed an e‐book collection of project descriptions, completed budgets, estimated timelines, and sustainability requirements for the university to consider. The e‐books also included short films in which the students promoted their ideas for green awareness. In this project, flipp…
Conversations in a Pub: Positioning the Critical Friend as “Peer Relief” in the Supervision of a Teacher Educator Study Abroad Experience
In this paper, we share the results of a self - study of our experience as university supervisors in a study abroad program for U.S. pre - service teachers. We share the shifts in our thinking that occurred as a result of our daily conversations about our work as teacher educators. Our reflections led us to new understandings of the nuances of field experiences, our constructions of pre - service teachers in the field, and the necessity of person…
Synthesizing Professional Knowledge and Racial Literacy Content Through Explicit Composing Instruction: A Discourse Synthesis Study
This design-based study occurred within a writing methods course in an urban teacher education program. We designed an intervention to develop student teachers’ meta-composing strategies, critical thinking, and justice-oriented reflexivity by revising a teacher-as-writer course assignment to achieve two pedagogical goals: (1) synthesizing antiracist and pedagogical content from curated source texts, and (2) explicating racial literacy as future w…
Pedagogy (7 works) · Psychology (6 works) · Sociology (5 works) · Literacy (4 works) · Mathematics education (4 works) · Literacy, Media, and Education (3 works) · Teacher Education and Leadership Studies (3 works) · Writing and Handwriting Education (3 works) · Art (2 works) · Business (2 works)