Kelley Mayer White
Professor

Office Hours: Mondays 11:00-2:00; Tuesdays, 1:30-3:30
Phone: 843.953.7372
E-mail: whitekm@cofc.edu
Curriculum Vitae: Download
Kelley Mayer White, Ph.D. is an assistant professor at the College of Charleston in the department of Teacher Education. She completed her doctoral work at the University of North Carolina at Chapel Hill in 2008. Her research interests include teacher-child relationships and children’s early literacy development. At the College of Charleston she is primarily responsible for teaching courses in early childhood development, theory, and assessment. She has also taught literacy methods and educational research.
Research Interests
teacher-child relationships, early literacy, emergent writingCourses Taught
EDEE 363, 380, 415
EDEE 510, 615, 636, 653
EDFS 635
FYSM 126-01; FYSE 138-05: Everything I Need to Know I Learned in Kindergarten
Publications
White, K. M. (in press). 'My teacher helps me': Assessing teacher-child relationships from the child's perspective. Journal for Research in Childhood Education.
Gallagher, K. C., Kainz, K., Vernon-Feagans, L. & White, K. M. (2013). Development of student–teacher relationships in rural early elementary classrooms. Early Childhood Research Quarterly, 28(3), 520-528.
White, K.M. (2013). Associations between teacher-child relationships and children's writing in kindergarten and first grade. Early Childhood Research Quarterly. 28(1), 166-76.
Mayer, K., Amendum, S., & Vernon-Feagans, L. (2009). The transition to formal school and children's early literacy development in the context of the USA. In. D. Jindal-Snape, (Ed.), Educational Transitions: Moving Stories from Around the World. New York: Routledge.
Gallagher, K.C. & Mayer, K. (2008). Research in review: Enhancing development and learning through teacher-child relationships. Young Children, 63(6), 80-85.
Mayer, K. (2007). Research in review: Emerging knowledge on emergent writing. Young Children, 62(1), 34-40.
Gallagher, K.C. & Mayer, K. (2006). Teacher-child relationships at the forefront of effective practice. Young Children, 61(4), 44-49.