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Jennifer M. White
[email protected]

EDUCATION

Doctor of Philosophy, Special Education December 2018

University of Arizona, Tucson, Arizona
Minor: School Psychology

Doctoral Program Externship, Visiting Scholar Fall 2016

University of Colorado, Colorado Springs, Colorado

Master of Arts, Reading & Learning Disabilities December 2005

Cardinal Stritch University, Milwaukee, Wisconsin

Bachelor of Science, Elementary Education December 2001

University of Arizona, Tucson, Arizona

ACADEMIC AWARDS AND SCHOLARSHIP

Tenure Track Equivalent Fall 2020
University of Arizona, College of Education

Outstanding Faculty Teaching and Mentoring Award 2019-2020

University of Arizona, College of Education

CLD Leadership Academy Fall 2019

Council for Learning Disabilities

Personnel Preparation Fellowship 2014-2018

University of Arizona, College of Education
Full-tuition, annual stipend, and travel expenses awarded
for four years by the Office of Special Education Programs
(OSEP) personnel training grant

Graduate College Fellowship Fall 2018

University of Arizona, Department of Disability and
Psychoeducational Studies

Jay Howenstein Scholarship Fall 2018

University of Arizona, College of Education

CLD Leadership Institute Fall 2018

Council for Learning Disabilities
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Graduate Erasmus Circle Scholar Award Fall 2017

University of Arizona, College of Education

Graduate College Fellowship Award Spring 2016

University of Arizona, College of Education

International Dyslexia Association Conference Scholarship Fall 2015

Arizona International Dyslexia Association

College of Education Graduate Student Travel Award Spring 2015

University of Arizona, College of Education
Awarded travel funds to support presentation at the Learning
Disabilities Association conference in Chicago, Illinois

RESEARCH INTERESTS

 School practitioners’ understanding of reading and specific learning disabilities

 Effectiveness of special education teacher preparation programs
 Evidence-based professional development strategies to support teachers
 Virtual and in-person coaching techniques to support pre-service and practicing teachers
 Success of utilizing educational software to teach reading instruction to pre-service and
practicing teachers
 Global understanding, assessment, and support of dyslexia

RESEARCH EXPERIENCE

Co-Principal Investigator
Stern Center for Language and Learning, Williston, VT 2018-2021
 Project Director: Lead to Read: Increasing Student and Teacher
Literacy Knowledge through Coaching

Principal Investigator, Dissertation 2017-2018

University of Arizona, Tucson, AZ
 Developed and implemented a survey study: Discerning Fact
from Fiction: What Knowledge and Sense of Responsibility Do
Pre-Service School Practitioners Have About Dyslexia?

Visiting Scholar, Co-Principal Investigator 2016-2017

University of Colorado, Colorado Springs, CO
 Implemented pilot study: Utilizing KIDS: What do preservice
teachers understand from the Knowledge and Insights of
Dyslexia Survey?

Research Assistant Spring 2016

University of Arizona, Tucson, AZ
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 Assisted in development of a comprehensive, on-line program

to support the development of school practitioners’ knowledge of
evidence based reading practices, specific learning disabilities in
reading, and English language constructs for future study

Co-Principal Investigator 2015-2016

University of Arizona, Tucson, AZ
 Developed a survey for measuring knowledge of dyslexia
and validated the tool with several groups of participants and
field experts

Research Assistant Spring 2015

University of Arizona, Tucson, AZ
 Assisted with data collection, data analysis, and write-up of results
for a study measuring the effects of a web-based reading intervention
on student spelling performance: The Effects of Mindplay Virtual
Reading Coach (MVRC) on the Spelling Growth of Students in
Second Grade.

UNIVERSITY EMPLOYMENT HISTORY

Assistant Professor of Practice, FTE 1.0 Fall 2019-Present

College of Education, Disability and Psychoeducational Studies
University of Arizona, Tucson, AZ
Courses Taught:
 SERP 511 Basic Skills for High Incidence Learning Disabilities
 SERP 407b Instructional Strategies for Students with High
Incidence Learning Disabilities
 SERP 475a Observation and Participation in Special Education
Mild to Moderate Disabilities
 SERP 475b Observation and Participation in Special Education
Mild to Moderate Disabilities
 SERP 493 Student Teaching in Special Education
Mild to Moderate Disabilities

Adjunct Instructor, FTE 0.5 Spring 2019

College of Education, Disability and Psychoeducational Studies
University of Arizona, Tucson, AZ
Courses Taught:
 SERP 475b Observation and Participation in Special Education
Incidence Learning Disabilities

Adjunct Instructor, FTE 0.5 Fall 2018

College of Education, Disability and Psychoeducational Studies
University of Arizona, Tucson, AZ
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Courses Taught:
 SERP 407b Instructional Strategies for Students with High
Incidence Learning Disabilities
 SERP 475a Observation and Participation in Special Education

ADDITIONAL POSITIONS

Consultant, Learning Disabilities 2003-Present

Tucson, AZ
 Provided diagnostic, individualized instruction to over 50 students in reading, writing, and
math
 Administered comprehensive evaluations and developed repots to guide individualized
education plans (IEPS), 504 plans or classroom success plans
 Provided professional development in the area of learning disabilities to parents, teachers,
and schools
 Represented families in IEP/504 meetings

Consultant, Professional Development and Coaching 2021-Present

Stern Center for Language and Learning, Williston, VT
Glean Education , San Rafael CA
 Guide Professional Development Organizations to align with evidence based practices
 Support development of online courses and professional development
 Provide workshops and presentations focused on coaching methodologies, online
instruction, and the adult learner
 Develop knowledge surveys for measuring teacher growth in professional development
initiatives

Project Director, Lead to Read 2020 – 2021

Stern Center for Language and Learning, Williston, VT
 Oversaw the L2R Leadership Team
 Developed online professional development for practitioners in literacy
 Developed long-term system change models to increase not only literacy success but also
social learning for the purposes of replication in conjunction with contracts with schools,
supervisory unions, districts, and institutions of higher learning
 Anticipated opportunities to extend SCLL’s L2R presence at conferences
 Participates in the solicitation of grants, cultivation of existing grant relationships, and
research/writing of grant proposals

Learning Innovation Specialist 2018 – Present

Stern Center for Language and Learning, Williston, VT
 Developed a virtual coaching prototype for
literacy education
 Facilitated online coaching courses for classroom educators
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 Developed replicable delivery models grounded in brain

science related to reading
 Supported in-field coaches in a professional learning model
in literacy

PUBLICATIONS
 
White, J. (submitted). Coaching Strategies to Support Future and Practicing Teachers. In
Peterson-Ahmad, M. & Luther, V. Collaborative Approaches to Recruiting, Preparing, and
Retaining Teachers for the Field. IGI Global.

Tridas, E., Elbeheri, G., White, J.M., Cheesman, E., and Reuter, A. (submitted). Assessing
students with dyslexia: Standards and accreditation.

Podhajski, B., White, J.M., Mather, N. (submitted). Lead to Read: A collaborative systems
change literacy initiative. The Reading League Journal.

White, J. (2020). Online coaching for teachers: Benefits and Challenges. Perspectives.

Mather, N., Youman, M., & White, J. (2020). Dyslexia around the world: A snapshot.
Learning Disabilities: A multidisciplinary Journal, 25,(1), 1-7.

White, J. M., Mather, N., Schneider, D.A., & Kirkpatrick, J. (2020). Achievement Assessment.
In Sellbom, M. & Suhr, J. Cambridge Handbook of Clinical Assessment and Diagnosis. New
York: Cambridge University Press.

White, J. M., Mather, N., & Kirkpatrick, J. (2020). Preservice educators’ and noneducators’
knowledge and perceptions of responsibility about dyslexia. Dyslexia. https://doi.org/
10.1002/dys.1653.

Cohen, R. A., Mather, N., Schneider, D. A, & White, J. M. (2017). A comparison of schools:
Teacher knowledge of explicit code-based reading instruction. Reading and Writing, 30,(4)
653-690.

Liaupsin, C. J., Zagona, A. & White, J. M. (2017). Individualized Education Program. In Wenzel,
A.E. (Ed.), The SAGE Encyclopedia of Abnormal and Clinical Psychology. Thousand Oaks,
CA: Sage Publications.

Schoenfield, G. & White, J. M. (2015). Emotions: Understanding and Managing Anxiety,

Depression, Trauma, and Stress. In Mather, N., Goldstein, S., & Eklund, K., Learning
disabilities and challenging behaviors: Using the building blocks model to guide
intervention
and classroom management (3rd ed.). Maryland: Brookes Publishing Company.
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PROFESSIONAL PRESENTATIONS

White, J.M. (2019). Pre-Service educators’ and non-Educators’ Knowledge about Dyslexia and
Perceptions of Responsibility. Roundtable Presentation at the Council for Learning Disabilities
41st International Conference on Learning Disabilities, San Antonio, TX.

Tridas, E., Elbeheri, G., Reuter, A., Cheesman, E., & White, J.M. (2019). Anatomy of the
evaluation of the student with dyslexia: A global perspective. Presentation at the 70th Reading,
Literacy, & Learning Annual International Dyslexia Association Conference, Portland, OR.

Osman, J., White, J. (2019). Collaboratively advancing teacher knowledge in literacy.

Presentation at the 3rd annual Reading League Conference, Syracuse, NY.

White, J.M. & Bauer, M. (2018). Utilizing KIDS: What do pre-service teachers know about
dyslexia? Poster Presentation at the Council for Learning Disabilities 40th International
Conference on Learning Disabilities, Portland, OR.

White, J. M., Catalano, J., Schilling, C., Sterzinger, N., & Walli, S. (2017). Dissertation diaries: 
Dilemmas, internal discourse, and directionality. 30th Annual TLS Graduate Colloquy,
University of Arizona, Tucson, AZ.

White, J. M. (2016). What do pre-service teachers understand from KIDS? The knowledge and
insights of dyslexia survey. Poster presentation at the 38th International Conference on
Learning Disabilities, San Antonio, TX.

Sherrow, B. L., & White, J. M. (2015). Effects of a web-based reading intervention on student
spelling performance. Roundtable presentation at the 37th International Conference on
Learning Disabilities, Las Vegas, NV.

Schneider, D., Bauschatz, R., & White, J. M. (2015). The effects of an ICT-based reading
intervention on students’ achievement in grade two. Poster presentation at the 66th Annual
International Dyslexia Association Reading, Literacy, and Learning Conference, Grapevine,
TX.

GUEST LECTURES/ WORKSHOPS

White, J.M. (2021) Evidence-Based Practices in Coaching. Lecture to coaching staff of Lead to
Read. Stern Center for Language and Learning, Williston, Vermont.

White, J. M. (2017). Assessment: Knowing What Students Know. Guest Lecturer to Special
Education graduate students at the University of Colorado, Colorado Springs, CO.

Hill, J., & White, J. M. (2013). Mind Play: Implementing Exercises, Games, and Strategies to
Increase Student’s Awareness. Workshops for elementary and middle school teachers during
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Tucson Hebrew Academy’s teacher in-service, Tucson, AZ.

White, J. M. (2010, 2011, 2012, & 2013). Accommodations and Modifications for Students with
Learning Disabilities. Presentation for elementary and middle school teachers at Tucson
Hebrew Academy’s teacher in-service, Tucson, AZ.

White, J. M. (2011). Supporting Students with Learning Disabilities in Tucson. Organized and
led a roundtable discussion for local psychologists, psychiatrists, special education teachers,
and specialists, Tucson, AZ.

White, J. M. (2011). Executive Functions and Students with ADHD. Presentation for elementary
and middle school teachers at Tucson Hebrew Academy’s teacher in-service, Tucson, AZ.

SERVICE ACTIVITIES

Career Track Faculty Panel, University of Arizona 2020-present

Reviewed and rated faculty performance based on annual review forms,
summarized performance, and made recommendations to the department head.

Leadership Institute Member, Council for Learning Disabilities 2019-present

Awarded participation in a select cohort of 6 new career professors in
learning disabilities. Members are provided a mentor, and participate
in monthly meetings to develop service and research projects to further
the field of special education.

Panel Expert, Arizona Branch of the International Dyslexia Fall 2019

Association
Participated in a panel discussion of dyslexia for a half-day
workshop for teachers, parents, and parents.

Book Reviewer, Dog on A Log Pup Books, Pamela Brookes Spring 2019
Reviewed a series of parent support books in phonics.

Assessment Reviewer, Test of Dyslexia, Nancy Mather Summer 2019

Edited testing content for a normative test for identifying dyslexia

Diversity Committee Member, Council for Learning Disabilities 2018-present

Developed CLD’s diversity statement, reviewed conference presentation
applications, and assisted in the organization of a diversity strand at the
2019 CLD conference

Assessments Committee Member, International Association 2016-present

of Dyslexia
Development of international assessment standards of dyslexia with
representatives from five countries
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Assessment and Consultation of Learning Disabilities 2014-present

Provided volunteer services to families in need

Graduate Student Mentor, University of Arizona 2013-present

Assisted university education students in thesis development,
assessment procedures, evidence-based teaching practices in
reading, writing and math, and classroom management

Peer Reviewer, Reading and Writing: An Interdisciplinary Journal Spring 2021

Springer, peer-reviewed journal

Peer Reviewer, Learning Disabilities: A Multidisciplinary Journal 2016 - present

The Learning Disabilities Association, peer-reviewed journal

Peer Reviewer, Annals of Dyslexia 2015- present

The International Dyslexia Association, peer-reviewed journal

Reviewer, Understanding Dyslexia Fall 2015

Mindplay’s online teacher training module

PROFESSIONAL MEMBERSHIPS

 American Psychological Association

 Children and Adults with Attention Deficit/Hyperactivity Disorder
 Council for Exceptional Children
 Council for Learning Disabilities
 Education Industry Association
 International Dyslexia Association
 Learning Disabilities Association of America
 National Association for School Psychologists
 National Center for Learning Disabilities
 The Reading League