Kelley Mayer White


Address: 86 Wentworth Street, #230
Office Hours: Mondays 11:00-2:00; Tuesdays, 1:30-3:30
Phone: 843.953.7372
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 writing

Courses 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


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.