Sandra B Schneider
Biographic Data
| ID | 5398142 |
|---|---|
| NAME | Sandra B Schneider |
| GIVEN NAMES | Sandra B |
| FAMILY NAME | Schneider |
| SIGNATURE | SCHNEIDER S B |
| AFFILIATIONS | Radford University |
| ORCID | 0000-0003-4196-4474 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 2 |
Teaching Neoliberalism, in the Context of Corporate Reform, in the Undergraduate Social Foundations Classroom
This article presents an autoethnographic and theoretical reflection on my justifications for the use of neoliberal deconstruction in the undergraduate social foundations classroom
Constructing and Reconstructing a Critical Discourse and Pedagogy of Techno-Knowledge
Electronic technologies, technology initiatives, and technology-driven policies have become mundane, widespread, and assumed as inevitable in the everyday of American schooling. Corporate school an
Signature Pedagogies for Social Foundations: Negotiating Social Foundations Teaching Practices in the Field of Education
The conflicts arising between the pedagogical preferences of the fields of instructional design and technology (IDT) and social foundations of education are substantial. This conflict is primarily one of pedagogical values separating the Social Foundations with its emphasis on critical and creative thinking and the presumption of value and theory neutrality inherent in IDT. This is a serious issue because, increasingly, educators use IDT models t…
Being a Whole Person
Constructing and Reconstructing a Critical Discourse and Pedagogy of Techno-Knowledge
Electronic technologies, technology initiatives, and technology-driven policies have become mundane, widespread, and assumed as inevitable in the everyday of American schooling. Corporate school an
Signature Pedagogies for Social Foundations: Negotiating Social Foundations Teaching Practices in the Field of Education
The conflicts arising between the pedagogical preferences of the fields of instructional design and technology (IDT) and social foundations of education are substantial. This conflict is primarily one of pedagogical values separating the Social Foundations with its emphasis on critical and creative thinking and the presumption of value and theory neutrality inherent in IDT. This is a serious issue because, increasingly, educators use IDT models t…
Being a Whole Person
Signature Pedagogies for Social Foundations: Negotiating Social Foundations Teaching Practices in the Field of Education
The conflicts arising between the pedagogical preferences of the fields of instructional design and technology (IDT) and social foundations of education are substantial. This conflict is primarily one of pedagogical values separating the Social Foundations with its emphasis on critical and creative thinking and the presumption of value and theory neutrality inherent in IDT. This is a serious issue because, increasingly, educators use IDT models t…
Constructing and Reconstructing a Critical Discourse and Pedagogy of Techno-Knowledge
Electronic technologies, technology initiatives, and technology-driven policies have become mundane, widespread, and assumed as inevitable in the everyday of American schooling. Corporate school an
Teaching Neoliberalism, in the Context of Corporate Reform, in the Undergraduate Social Foundations Classroom
This article presents an autoethnographic and theoretical reflection on my justifications for the use of neoliberal deconstruction in the undergraduate social foundations classroom
Pedagogy (4 works) · Sociology (4 works) · Innovative Education and Learning Practices (2 works) · Psychology (2 works) · Social science (2 works) · Teacher Education and Leadership Studies (2 works) · Computer Science (1 works) · Context (archaeology (1 works) · Deconstruction (building (1 works) · Discourse analysis (1 works)