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Lieny Jeon: SOE Faculty 

Lieny Jeon Ph.D.

Assistant Professor
410-516-6441
2800 N. Charles St
Baltimore MD, 21218

Biography

Lieny Jeon is an assistant professor (research) in the Doctor of Education program at the Johns Hopkins School of Education. Her research focuses on early childhood education, family characteristics and neighborhood disadvantage that impact children’s lives. She is passionate about early childhood teachers’ social and emotional well-being and the way it impacts young children’s development. A great deal of her research interest focuses on the associations between teachers’ social-emotional capacity (e.g., depression, stress, efficacy, motivation, commitment, etc.) and children’s executive functioning and social and emotional learning. She also examines how early childhood education buffers challenging home and neighborhood environments, and maximizes at-risk children’s cognitive and social-emotional development.

During her postdoctoral training in Ohio State University's Virtual Lab School Project, an online professional development system for 34,000 military child-care personnel, she investigated reliable and validated research-based evidence to support the Virtual Lab School content, and conducted extensive data analyses on national, early childhood education data sets to discover innovative approaches to professional development. She is interested in finding creative ways to contribute to educators’ advanced professional development and social-emotional well-being.

Her research in this area has been published in national and international peer-reviewed journals, and one of her publications on early childhood teachers’ depression and children’s behavioral problems was featured in The New York Times. She also has presented her work in national and local conferences and served as a reviewer of peer-reviewed journals and conferences. In 2017, she was selected as an AERA-SRCD early career fellow in early education and development.

Education

Ph.D., Ohio State University, 2013, Human Development and Family Science; Minor in Quantitative Methods, Psychology

M.S., Ohio State University, 2010, Human Development and Family Science

B.A., Sookmyung Women’s University, 2005, Child Welfare and Studies

Courses Taught

Grants and Contracts Awarded

The Relationship between Teachers’ and Students’ Executive Functioning: Elucidating Contexts for Early Learning. The Science of Learning Institute, Johns Hopkins University, Baltimore, MD. $150,000 (7/1/2016 to 6/30/2018), Principle Investigator.

The Effects of Family, Neighborhoods, and Child Care on Preschool Children’s Socio-Emotional Development (2012-2013). Lucile and Roland Kennedy Scholarship Fund in Home Economics. Dissertation Research Fellowship Grant. College of Education and Human Ecology, Ohio State University.

Recent Publications and Presentations

Jeon, L., Buettner, C.K., & Grant, A.A. (in press). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development.

Lang, S.N., Mouzourou, C., Jeon, L., Buettner, C.K., & Hur, E. (2017). Preschool teachers’ professional training, observational feedback, child-centered beliefs and motivation: Direct and indirect associations with social and emotional responsiveness. Child & Youth Care Forum, 46(1), 69-90. doi:10.1007/s10566-016-9369-7 - Featured in Child Care and Early Education Research Connections

Lang, S.N., Schoppe-Sullivan, S.J., & Jeon, L. (2017). Examining a self-report measure of parent–teacher cocaring relationships and associations with parental involvement. Early Education and Development, 28(1), 96-114. doi:10.1080/10409289.2016.1195672

Jeon, L., Hur, E. & Buettner, C.K. (2016). Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping. Journal of School Psychology, 59, 83-96. doi:10.1016/j.jsp.2016.09.006 - Featured in Child Care and Early Education Research Connections

Buettner, C.K., Jeon, L., Hur, E., & Garcia, R.E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018-1039. doi:10.1080/10409289.2016.1168227

Hur, E., Jeon, L., & Buettner, C.K. (2016). Preschool teachers' child-centered beliefs: Direct and indirect associations with work climate and job-related wellbeing. Child & Youth Care Forum, 45(3), 451-465. doi: 10.1007/s10566-015-9338-6

Jeon, L., Buettner, C.K., & Hur, E. (2016). Preschool teachers’ professional background, process quality, and job attitudes: A person-centered approach. Early Education and Development, 27(4). doi: 10.1080/10409289.2016.1099354

Buettner, C.K., Hur, E., Jeon, L., & Andrews, D.W. (2016). What are we teaching the teachers? Child development curricula in US higher education. Child and Youth Care Forum. 45(1). 155-175. doi: 10.1007/s10566-015-9323-0

Jeon, L., & Buettner, C.K. (2015). Quality Rating and Improvement Systems and children’s cognitive development. Child & Youth Care Forum, 44(2), 191-207.

Hur, E., Buettner, C.K., & Jeon, L. (2015). The association between teachers’ child-centered belief and children’s academic achievement: The indirect effect of children’s behavioral self-regulation. Child and Youth Care Forum, 44(2), 309-325.

Hur, E., Buettner, C.K., & Jeon, L. (2015). Parental depressive symptoms and children’s school-readiness: The indirect effect of household chaos. Journal of Child and Family Studies, 24(11), 3462-3473. doi: 10.1007/s10826-015-0147-1

Jeon, L., Buettner, C.K., & Snyder, A.R. (2014). Pathways from teacher depression and child-care quality to child behavioral problems. Journal of Consulting and Clinical Psychology, 82(2), 225-235. - Featured in Motherlode parenting column, When the Teacher is Depressed. New York Times, June 5. 2014.

Jeon, L., Buettner, C.K., & Hur, E. (2014). Family and neighborhood disadvantage, home environment, and children’s school readiness. Journal of Family Psychology, 28(5), 718-727.

Jeon, L., Buettner, C.K., & Hur, E. (2014). Examining pre-school classroom quality in statewide Quality Rating and Improvement System. Child & Youth Care Forum, 43(4), 469-487.

Complete CV