Dr Schneider, de langue maternelle anglaise, est membre de l'American Psychological Association et de l'International Dyslexia Association. Elle est titulaire d'un PhD en éducation spécialisée; un EdS (diplôme d’études universitaires supérieures) en langue, lecture et culture (linguistique appliquée à l'éducation); et une MA en psychologie pédagogique. Dr Schneider est également titulaire d'un BA summa cum laude en anglais. Tous ses diplômes ont été décernés par l'Université de l'Arizona, où elle a été nommée College of Education Outstanding Graduate.
University of Arizona
Ph.D. in Special Education (Minor in Educational Technology)
• University of Arizona College of Education Outstanding Graduate for 2015
• University of Arizona College of Education Commencement Speaker for 2015
• Dissertation Research Published in Reading Psychology (2015)
Ed.S. in Language, Reading, and Culture (Minor in Educational Technology)
• Wakonse Arizona Fellow
M.A. in Educational Psychology (Minor in Educational Technology)
• Summa cum Laude
B.A. in English (Thematic Minor in K-12 Education)
• Summa cum Laude
• Phi Beta Kappa
Adjunct Instructional Faculty, University of Arizona Department of Educational Technology (2017 to present)
• Teach graduate courses in learning theory and the design of instructional and e-learning technologies
• Design and deliver course materials, activities, and assessments using a variety of e-learning technologies
Designated College Colleague, University of Arizona College of Education (2015 to present)
• Supervise graduate research associates and collaborate with faculty and other stakeholders on ongoing research projects, publications, and grant writing activities
Adjunct Instructional Faculty, Brown Mackie College, Tucson, Arizona (2010 to 2015)
• Taught courses in psychology and language/letters to students in post-secondary vocational programs
• Designed and delivered course materials, activities, and assessments in-person and using a variety of e-learning technologies
Research Associate & Tech. Specialist, University of Arizona Department of Educational Leadership (2007 to 2012)
• Designed and developed multimedia curricular materials, educational websites, and professional newsletters
• Collaborated with faculty and education professionals on research and grant writing activities
Contract Research Developer and Curriculum Designer, MindPlay, Inc., Tucson, Arizona (2015 to present)
• Design, execute, and manage efficacy and validity research for e-learning software and assessments
• Create and edit scope and sequence, curriculum, and content for educational software products
External Evaluator, Department of Defense Education Activity Agency (2014 to 2017)
• Designed and executed qualitative and quantitative evaluations for a six-figure (USD) federally-funded initiative to improve K-12 education on US military bases using e-learning technologies
Research as Principle Investigator & Project Manager
Schneider, D., Chambers, A., Mather, N., Bauschatz (in data analysis phase)
• Designed, managed, and executed a large one-year, quasi-experimental study involving over 200 participants and nine research team members
Schneider, D., Chambers, A., Mather, N., Bauschatz, R., Bauer, M., & Doan, L. (2015)
• Designed, managed, and executed a large one-year, quasi-experimental study involving over 170 participants and 11 research team members
Schneider, D. & Mather, N. (2017). Achievement tests. The Encyclopedia of Abnormal Clinical Psychology.
New York: Sage Press.
Schneider, D. & Mather, N. (2017). Individuals with Disabilities in Education Act. The Encyclopedia of
Abnormal Clinical Psychology. New York: Sage Press.
Schneider, D. & Mather, N. (2017). Reading disability. The Encyclopedia of Abnormal Clinical Psychology.
New York: Sage Press.
Cohen, R., Mather, N., Schneider, D., & White, J. (2017). A comparison of schools: teacher knowledge of
explicit, code-based reading instruction. Reading & Writing.
Schneider, D., Chambers, A., Mather, N., Bauschatz, R., Bauer, M., & Doan, L. (2015). The effects of an ICT-
based reading intervention on students' achievement in grade two. Reading Psychology. 37(5), 793-
Schneider, D., & Mather N. (2014). Achievement testing. In R. Cautin and S. Lilienfeld (Eds.). The
Encyclopedia of Clinical Psychology. Hoboken, NJ: John Wiley & Sons.
Mather, N. Jaffe, L., & Schneider, S. (2016). Mathematics: Basic skills. In N. Mather, & L. Jaffe. Woodcock-
Johnson IV: Reports, Recommendations, and Strategies. Hoboken, NJ: John Wiley & Sons.
Mather, N. Jaffe, L., & Schneider, S. (2016). Mathematics: Problem solving strategies. In N. Mather, & L. Jaffe.
Woodcock-Johnson IV: Reports, Recommendations, and Strategies. Hoboken, NJ: John Wiley & Sons.
Mather, N., Goldstein, S., Eklund, K., & Schneider, S. (2015). Chapter 8: Achievement testing. In N. Mather, S.
Goldstein, & K. Eklund. Learning Disabilities and Challenging Behaviors. Baltimore, MD: Paul H.
Mather, N., & Schneider, D. (2015). The use of intelligence tests in the diagnosis of specific reading disability.
In S. Goldstein, D. Princiotta, and J. A. Naglieri (Eds.). Handbook of intelligence: Evolutionary theory,
historical perspective, and current concepts (pp. 415-433). New York, NY: Springer.
Member, American Psychological Association
Member, International Dyslexia Association
Member, Phi Beta Kappa
High-Level, Houghton Mifflin Harcourt
Level C, Pearson