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Amy White

Academic Coordinator
Amy White

Richard W. Riley College of Education and Leadership

School of Higher Education, Leadership, and Policy

Degree ProgramDoctor of Education (EdD)

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 a minor in political science. 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 Program Director for several doctoral programs in the Riley College. 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

EDUC 9000 - Doctoral Research Forum

Education

PhD, University of North Texas

Public Service

Charlotte International School, Board Member - Charlotte, NC United States

Charlotte Mecklenberg Schools - School Leadership Team, Committee Member - Mint Hill, NC United States

Awards / Honors

Outstanding Research Article of the Year, Organization of Teachers of Reading, 2006

Publications

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

Presentations

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

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