Amy White
Dr. White started as an assistant band teacher, and social studies instructor at the middle school and high school level. After serving in the public school system, she completed a Ph.D. in Curriculum and Instruction, with minors in political science and educational research. She has served as an adjunct professor of political science, an assistant professor of Middle and Secondary Education and an associate professor of Educational Leadership and Research. Dr. White joined Walden University as contributing faculty in 2005, and in 2015, became full-time, core faculty in Curriculum, Instruction, and Assessment. In 2017 she was appointed as program leadership for several doctoral programs in the Riley College. Dr. White serves as the editor-in-chief for the Journal of Educational Research and Practice. Dr. White resides near Charlotte, NC with her husband and 3 children. She is published in both political science and education.
Courses Taught
MSED 6115 - Designing Engaging Curriculum
MSED 6125 - Differentiated Instruction
MSED 6180 - Trauma Informed Educator
EDDD/EDPD 8990 - Doctoral Research Forum
Education
PhD, University of North Texas
MEd, University of North Texas
BA, Abilene Christian University
Public Service
Charlotte Mecklenberg Schools - School Leadership Team, Committee Member - Mint Hill
Neighborhood Association, Board of Directors - Matthews
Union Preparatory Academy, Volunteer - Indian Trail
Awards / Honors
Don E Ackerman Research Grant, Walden University, 2023
Faculty Research Innovation Grant, Walden University, 2022
Outstanding Research Article of the Year, Organization of Teachers of Reading, 2006
Award for teaching excellence, ProfessionalActivities, 2004
Faculty Research Innovation Grant, Walden University, 2022
Publications
White, A. E. Global Demand for Borderless Online Degrees.
Lane, G. G., White, A. E. (2010). The roots of resegregation: Analysis and implications. Race, Gender & Class
Lane, G. G., White, A., Henson, R. K. (2002). Expanding Reliability Generalization Methods with KR-21 Estimates an RG Study of the Coopersmith Self-Esteem Inventory. Educational and Psychological Measurement
Jeanne, C., White, A. E. (2006). High stakes testing, accountability, and prescribed direct, systematic phonics instruction: A comparison of struggling readers attending a University reading clinic before and after state mandated testing. Journal of Reading Education
Presentations
Harland, D. J., White, A. E. (2023). Et tu, Brute? Developing a Good Interview Protocol to Ensure your Research Questions Aren’t Left to Die. R.W. R. College of Education and Human Sciences
White, A. E. (2020). Academic Integrity for MSED Faculty. Walden University
White, A., Toledo, C. A. (2019). Erikson (with a little Skinner), Maslow, and Rogers – Oh My!: Understanding Your Role in Building Healthy Relationships with Doctoral Mentees. Walden University
White, A. E., Toledo, C. A. (2019). From Skinner to Rogers: Understanding the Role of Feedback in Building Relationships with Students in an Online Environment. ISETL
White, A., Olson, M. M. (2016). Promoting Corrective and Constructive Feedback. Walden University
White, A. (2002). Using Meta-Analysis to Examine the Effectiveness of Service Learning in Middle and High Schools.
Cobb, J., White, A. (2001). High Stakes Testing in Reading and Prescribed Direct, Systematic Phonics Instruction: An Investigation of the Effects on Students with Reading Disabilities.