Dr. White is a Professor in the Graduate School of Education at George Mason University. He currently serves as Director of the Advanced Studies in Teaching and Learning (ASTL) Program and teaches in the literacy program, the ASTL core course sequence and the ASTL early childhood concentration. Dr. White received a Ph.D. in Curriculum and Instruction from Texas A&M University in 1985. He was also a faculty member in the College of Education at the University of Georgia for ten years. While at the University of Georgia Dr. White was Director of the University of Georgia Follow Through Project and worked with schools in the development and implementation of state-funded pre-kindergarten programs.

Dr. White's research interests focus on the strategies young children use to solve reasoning problems and teacher development. His research has addressed young children's abilities to solve analogy problems and the effects of teaching young children to solve these problems. In addition, Dr. White has conducted investigations that examine teacher beliefs and practices toward early literacy and mathematics instruction. Dr. White also serves on the editorial board of Early Education and Development and has consulted extensively with schools and community agencies on early childhood curriculum and program development. He currently serves as a consultant on a school district effort to develop and implement a kindergarten mathematics assessment.

Dr. White has a Bachelor of Arts degree in Sociology and a Master of Arts degree in Curriculum and Instruction with an emphasis in elementary and early childhood education. He spent seven years teaching preschool, kindergarten and the primary grades in St. Paul, Minnesota and taught undergraduate early childhood education courses at Texas A&M University for four years.

• Cognitive development
• Problem solving in young children
• Teachers Beliefs and Practices
• Teacher Development

Deal, D., & White, C. S. (2006). Voices from the classroom: Literacy beliefs and practices of two novice elementary teachers. Journal for Research in Childhood Education, 20(4), 313-329.

White, C. S., & Coleman, T. M. (2000). Early childhood education: A philosophy for teaching. Columbus, OH: Merrill/Prentice-Hall.

White, C. S., & Deal, D. (2004). Exploring the relationship between teachers beliefs, knowledge, and practice. In L. English (Ed.), Mathematical and analogical reasoning of young learners (pp. 153-168). Mahwah, NJ: Lawrence Erlbaum.

White, C. S., & Daugherty, M. (in press). Creativity and private speech in young children. In A. Winsler, C. Fernyhough, & I. Montero, Private speech, executive functioning, and the development of verbal self-regulation. Cambridge, England: Cambridge University Press.

Favorite Links (each opens in a new window)

• National Institute on Early Childhood Development and Education (http://www.ed.gov/offices/OERI/ECI/)
• U.S. Department of Education (http://www.ed.gov/pubs/TeachersGuide/)
• The National Academy for Child Development (http://www.nacd.org/)

• Graduate School of Education
• Advanced Studies in Teaching and Learning
• Early Childhood Education
• Educational Psychology
• Elementary Education PK-6
• Literacy and Reading
• Teaching and Teacher Education

No courses taught this semester.

• How Students Learn (EDUC - 613)
• Educational Change (EDUC - 615)
• Doctoral Dissertation Proposal (EDUC - 998)
• Capstone Seminar in Early Childhood Education (EDCI - 784)
• Problems and Methods in Education Research (EDRS - 810)
• Advanced Literacy Foundations and Instruction, Birth to Middle Childhood (EDRD - 630)
• Foundations of Literacy: Birth through Later Childhood (EDRD - 830)
• Trends, Issues, and Research in Early Childhood Education (EDCI - 603)