» Dr. Kimberly A. White-Smith
Associate Professor, Associate Dean of Educator Development; Director of Integrated Educational Studies

College of Educational Studies
Dr. Kimberly A. White-Smith
Office Location:
Reeves Hall 211A
Email:
Affiliations:
Freshman Foundations Program
Education
University of California, Berkeley, Bachelor of Arts in Psychology
Columbia University in the City of New York, Master of Arts
University of Southern California, Doctor of Education in Education
Biography

Kimberly A. White-Smith is Associate Dean of Educator Development, Director of Integrated Educational Studies, and Associate Professor of Education at Chapman University. She was educated at the University of Southern California (Ed.D., Learning and Instruction), Teachers College, Columbia University (M.A., Curriculum and Instruction) and the University of California at Berkeley (B.A., Psychology with a minor in African American Studies).

A former elementary school teacher, Dr. White-Smith has expertise in integrated curriculum design and instruction. In addition, she has extensive experience in creating, implementing, and evaluating exemplary models of teacher professional development. Dr. White-Smith honed these skills through her work with the Cotsen Family Foundation; Los Angeles Educational Partnership; National Center for Restructuring Education, Schools, and Teaching (NCREST) at Teachers College, Columbia University; University of Southern California; California State University, Dominguez Hills; and consulting with public schools and private education foundations.

As a member of the American Educational Research Association, Dr. White-Smith is the current Program Chair for Division K, Teaching and Teacher Education. She has also served as past Chair of Professional Development for Division K.

Dr. White-Smith participates in a number of scholarly activities that serve to identify educational environments, policies, and teaching strategies that promote academic achievement for traditionally underserved students. She authored a chapter, The Struggle for Identity in a Teacher Community, in Etta R. Hollins’ latest book, Learning to Teach in Urban Schools. Additionally, she was a Faculty Researcher for Project SMART and the Read-Write Cycle Project, federally funded programs that aim to raise student reading and writing achievement in the content areas using research-based strategies. As a Visiting Scholar at the University of California, Los Angeles where she worked with Dr. Walter R. Allen on the CHOICES Project: Access, Equity, and Diversity in Higher Education, she made contributions to Towards a brighter tomorrow: College barriers, hopes and plans of Black, Latina/o and Asian American students in California; and The Handbook of child development, multiculuralism, and media; and Social work with African American males: Health, Mental Health, and Social Policy.

Scholarly Research Interests:

Teacher development, urban education, and community civic engagement.

Publications:

White-Smith, K. A. (2012). The Struggle for Identity in a Teacher Community In E. R. Hollins (Ed.), Learning to Teach in Urban Schools. (pp. 99-124). Thousand Oaks, CA: Sage Publications.

White-Smith, K. A. (2012). Beyond instructional leadership: The lived experiences of principals in successful urban schools. The Journal of School Leadership, 22, 6-25.

Curwen, M. S., Miller, R. G., White-Smith, K. A., & Calfee, R. C. (2010). Increasing students’ metacognition during content area literacy instruction: Findings from the Read-Write Cycle Project. Issues in Teacher Education, 19, 127-151.

White-Smith, K. A. & White, M.A. (2009). High school reform implementation: Principals’ perceptions on their leadership role. Urban Education, 44, 259-279.

White-Smith, K. A. (2009). From suburban to urban: The influence of busing policy on the educational context and student outcomes of a suburban high school. In W. R. Allen, E. Kimura-Walsh, & K. A. Griffin (Eds.), Towards a brighter tomorrow: College barriers, hopes and plans of Black, Latina/o and Asian American students in California. (pp. 259-276). Charlotte, NC: Information Age Publishing, Inc.

Elizondo, E., White-Smith, K. A., & Allen, W. R. (2008). Does integration and belonging go hand in hand? Adolescents’ social and educational experiences in a multicultural learning environment. In Asamen, J. K., Ellis, M., & Berry, G. L. (Eds.), Handbook of child development, multiculturalism, and media. (pp. 163-173). Thousand Oaks, CA: Sage Publications.

Presentations:

Curwen, M. S., White-Smith, K. A., Miller, R. G., O’Bannion, C., Calfee, R. C. (2012). “Gives me the right to teach science”: Impact of professional development on primary grade teachers’ practice. Paper presented at the annual meeting of the American Educational Research Association (AERA), Vancouver, B.C.

White-Smith, K. A., Price, J., Curwen, Milner, R., Howard, T., Cross, B., Mack, D., & Bozack, & A. Foster (2011, April). Negotiating Politics and Finding Balance in Academic Life. Invited panel presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.

Miller, R. G., White-Smith, K. A., Curwen, M. S., O’Bannion, C., Calfee, R. C. (2011, April). Thinking like a scientist: Promoting science achievement via interdisciplinary literacy curricula in the primary grades.  Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.

White-Smith, K. A., Miller, R. G., Curwen, M. S., Calfee, R. C., & *O’Bannion, C. (2010, April). Finding success in upper elementary content areas: Results from the Read-Write Cycle Project. Paper presented at the annual meeting of the American Educational Research Association (AERA), Denver, CO.

Recent Creative, Scholarly Work and Publications
White-Smith, K. A. (2012). The Struggle for Identity in a Teacher Community In E. R. Hollins (Ed.), Learning to Teach in Urban Schools. (pp. 99-124). Thousand Oaks, CA: Sage Publications.
White-Smith, K. A. (2012). Beyond instructional leadership: The lived experiences of principals in successful urban schools. The Journal of School Leadership, 22, 6-25.
Clark, R., Harris, A., White-Smith, K. A., & Allen, W. R. (2010). Promising practices: The positive effects of after-school programs for African American male development and educational progress. In Waldo E. Johnson, Jr. (Ed.), Social work with African American males: Health, Mental Health and Social Policy. (pp. 117-146). New York, NY: Oxford University Press.
Curwen, M. S., Miller, R. G., White-Smith, K. A., & Calfee, R. C. (2010). Increasing students’ metacognition during content area literacy instruction: Findings from the Read-Write Cycle Project. Issues in Teacher Education.
White-Smith, K. A. (2009). From suburban to urban: The influence of busing policy on the educational context and student outcomes of a suburban high school. In W. R. Allen, E. Kimura-Walsh, & K. A. Griffin (Eds.), Towards a brighter tomorrow: College barriers, hopes and plans of Black, Latina/o and Asian American students in California. (pp. 259-276). Charlotte, NC: Information Age Publishing, Inc.
White-Smith, K. A. & White, M.A. (2009). High school reform implementation: Principals’ perceptions on their leadership role. Urban Education, 44, 259-279.
Elizondo, E., White-Smith, K. A., & Allen, W. R. (2008). Does integration and belonging go hand in hand? Adolescents’ social and educational experiences in a multicultural learning environment. In Asamen, J. K., Ellis, M., & Berry, G. L. (Eds.), Handbook of child development, multiculturalism, and media. (pp. 163-173). Thousand Oaks, CA: Sage Publications.
White-Smith, K. A., & Miller, R. G. (2008). All differences aside: Establishing a research-based university and textbook publisher partnership for powerful teacher development. New Hampshire Journal of Education, 11, 57-62.