White, C. Stephen

Send email to Dr. White

Phone: (703) 993-2031
Fax: (703) 993-5701
Email: cwhite1 (@gmu.edu)

Dr. White is Professor Emeritus in the Graduate School of Education at George Mason University. He currently serves as an Associate Dean for Accreditation and Program Improvement and teaches in the PhD in Education Program. 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. Whites research interests focus on the strategies young children use to solve reasoning problems and teacher development. His research has addressed young childrens 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.

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.<.li>

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/)

• School of Education
• Teaching and Teacher Education

• Trends, Issues, and Research in Early Childhood Education (EDCI 603)
• Capstone Seminar in Early Childhood Education (EDCI 784)
• Thesis in Educational Psychology (EDEP 799)
• Theory, Research, and Practice in Literacy: Birth through Middle Childhood (EDRD 830)
• Special Topics in Education (EDUC 597)
• Inquiry into Practice (EDUC 612)
• How Students Learn (EDUC 613)
• Ways of Knowing (EDUC 800)
• Doctoral Dissertation Proposal (EDUC 998)
• Doctoral Dissertation Research (EDUC 999)