Nanette (Sheri) Schonleber

Associate Professor - On Sabbatical Fall 2022

Sheri Schonleber
Nanette (Sheri) Schonleber



I have two grown children and a granddaughter who melts my heart every day. We also have two little rat-terrier/chihuahua dogs that we love with all our hearts. In my spare time, I like to take walks, go to the ocean, spend time with friends, and relax with my hubby. It is my honor to be your professor…it is work I love. 

  • Ph. D., Educational Psychology
  • M.Ed., Early Childhood/Montessori Education
  • B.A., Liberal Studies/Multiple Subjects Credential
Academic Interests

My current academic interests include the intersection of culture, learning, and pedagogy through young children’s involvement in the natural world.  It is also on issues of social justice in childhood.  My focus in the past has been on language and literacy development, indigenous education, and the Montessori approach. 


My current research focus is an investigation of the effect of professional development on early childhood practitioners’ sense of self-efficacy in teaching the sciences to diverse young children, and to provide equity and access to the sciences and the natural world.  We are currently incorporating standards developed by the Center for Research, Excellence, Diversity, and Education (CREDE). My recent publications are listed in my CV and were published by the Routledge Encyclopedia of Educational Psychology (in press) and the International Journal of Early Childhood Education (2018). 


My academic experience includes work as a full-time professor in both California and Hawai`i. While in Hawai`i, I directed and/or founded four programs designed to benefit the community and have presented or taught both nationally and internationally. I joined the faculty here at SSU in the fall of 2017.  My direct experience in the field of early childhood includes teaching and administration, early intervention, and program development.

Selected Publications & Presentations

Schonleber, N.S. (Forthcoming). Toward a culturally restorative indigenous pedagogy: Montessori as a bridge? In Rehyner, J., Martin, J., Lockart, L., and Gilbert, W. S., Eds. Honoring our Students. Flagstaff, AZ: Northern Arizona University Manuscript in preparation. 

Florez, I. R., & Schonleber, N. S. (In Press). Current issues in early childhood education: U. S. State Quality Improvement Systems. In T. L. Good & M. McCaslin (Eds.), Educational Psychology Section; D. Fisher (Ed.), Routledge Encyclopedia of Education (Online). Taylor & Francis: New York. 

Schonleber, N.S. & Kelling I. K. (2018). Creating a culturally responsive K-3 science curriculum: Teachers as cultural brokers. International Journal of Early Childhood Education, 24 (1), 67-92. 

Schonleber, N. S. (Summer, 2014). Hawaiian indigenous education and the Montessori approach: overlapping pedagogies, values and world-view. The North American Montessori Teacher’s Association Journal, 39(3), 250-273. 

Yamauchi, L. A., Im, S., Lin, C. J., & Schonleber, N. S. (2012). The influence of professional development on changes in educators’ facilitation of complex thinking in preschool classrooms. Early Childhood Development and Care, 183 (5), 1-18. 

Yamauchi, L. A. Im, S., & Schonleber, N. S. (2012). Adapting strategies of effective instruction for culturally diverse preschoolers. Journal of Early Childhood Teacher Education, 33(1), 54-72. London: Taylor & Francis. DOI:10.1080/10901027.2011.650783