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. E., 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. E., 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. E., Olson, M. M. (2016). Promoting Corrective and Constructive Feedback. Walden University

White, A. E. (2002). Using Meta-Analysis to Examine the Effectiveness of Service Learning in Middle and High Schools.

Cobb, J., White, A. E. (2001). High Stakes Testing in Reading and Prescribed Direct, Systematic Phonics Instruction: An Investigation of the Effects on Students with Reading Disabilities.