Faculty & Staff Directory

Lieny Jeon, PhD

Assistant Professor

O: 410-516-6441

Lieny Jeon, Ph.D., is an Assistant Professor and Research Director of IDEALS Institute at Johns Hopkins School of Education. She received her Ph.D. degree in Human Development and Family Science with a minor in Quantitative Method at Ohio State University. She completed her post-doctoral training in the Department of Defense funded Child Development Virtual Laboratory School. Her research focuses on early care and education, family characteristics and neighborhood disadvantage that impact children’s lives. She is passionate about early childhood educators’ social and emotional well-being and workforce development, and the way it impacts young children’s development. She also examines how early care and education buffers challenging home and neighborhood environments, and maximizes at-risk children’s development. Her research has been published in national and international peer-reviewed journals, and featured in theNew York Times. She was selected as an AERA-SRCD early career fellow in early education and development in 2017.

RESEARCH INTERESTS
  • Early care and education (center-based and home-based settings, and public pre-kindergarten)
  • Early childhood educators’ psychological attributes, social-emotional capacity, stress, depression
  • Social and emotional learning and development
  • Child-care quality, early childhood education policy, Quality Rating and Improvement Systems
  • Socioeconomic status, race, ethnicity, home environments, neighborhood characteristics
  • Quantitative analysis, research methodology
EDUCATION

2013 Ph.D., Human Development and Family Science, Ohio State University, Columbus, OH
Ph.D. Minor in Quantitative Methods, Department of Psychology

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

2005 B.A., Magna Cum Laude, Honors in Child Welfare and Studies
Sookmyung Women’s University, Seoul, South Korea

ACADEMIC POSITIONS

2013 – 2015 Post-doctoral Researcher, Department of Defense Child Development Virtual Laboratory School Project, Department of Human Sciences, The Ohio State University

  • Department of Defense Child Development Virtual Laboratory School Project
  • Co-investigator, Survey of Early Childhood Educators: US
  • Co-investigator, Early Childhood Education Curriculum Study
  • Co-investigator, Step Up to Quality (SUTQ)
  • Secondary Data Analysis using Early Childhood Longitudinal Study-Birth Cohort (ECLS-B); Fragile Families and Child Wellbeing Study

2009 – 2013 Graduate Research Associate
Department of Human Development and Family Science, The Ohio State University

PUBLICATIONS

PEER REVIEWED ARTICLES (*denotes student co-author)

Jeon, L., Kwon, K., & Choi, J. (in press). Family child care providers’ responsiveness toward children: The role of professional support and perceived stress. Children and Youth Services Review. Advanced Online Publication. doi: 10.1016/j.childyouth.2018.08.023

Grant. A. A.*, Jeon, L., & Buettner, C. K. (in press). Relating ECE teachers’ working conditions and well-being to their turnover intentions. Educational Psychology.

Jeon, L., & Wells, M. B. (2018). An organizational-level analysis of early childhood teachers’ job attitudes: Workplace satisfaction affects early Head Start and Head Start teacher turnover. Child & Youth Care Forum, 47(4), 563-581. doi:10.1007/s10566-018-9444-3

Jeon, L., Buettner, C. K., Grant, A.A.*, & Lang, S. N. (2018). Early childhood teachers’ stress and children’s social, emotional, and behavioral functioning. Journal of Applied Developmental Psychology. Advanced Online Publication. doi: 10.1016/j.appdev.2018.02.002

Jeon, L., Buettner, C. K., & Grant, A.A.* (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development. 29(1), 53-69. doi: 10.1080/10409289.2017.1341806

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. doi: 10.1007/s10566-014-9277-7

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 & Youth Care Forum, 44(2), 309-325. doi: 10.1007/s10566-014-9283-9

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., & Hur, E. (2014). Examining pre-school classroom quality in statewide Quality Rating and Improvement System. Child & Youth Care Forum, 43(4), 469-487. doi: 10.1007/s10566-014-9248-z

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. doi: 10.1037/fam0000022

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. doi: 10.1037/a0035720
– Featured in Motherlode parenting column, When the Teacher is Depressed. New York Times, June 5. 2014.

MANUSCRIPTS UNDER REVIEW (*denotes student co-author)

Kwon, K., Jeon, S., Jeon, L., & Castle, S (revise and resubmit). The role of Early Head Start teacher’s depressive symptoms in classroom quality and children’s development at age 3. Revision submitted to Learning and Individual Differences.

Okano, L.*, Riley, A. W., Crandall, A., Jeon, L., & Powell, T. W. (revise and resubmit). Developmental cascades from social competence to school achievement during the transitions to middle and high school. Revision submitted to Journal of Adolescence.

Okano, L.*, Riley, A. W., Jeon, L., & Crandall, A. (revise and resubmit). Differential Effects of internalizing behaviors on academic functioning for girls versus boys: an analysis of developmental cascades from elementary to high school. Revision submitted to Development and Psychopathology.

Grant, A. A.*, Jeon, L., & Buettner, C. K. (revise and resubmit). Classroom chaos, teaching efficacy, and job commitment in early childhood education. Revision to be submitted to Teaching and Teacher Education.

Lang, S. N., Wells, M. B., Jeon, L., & Schoppe-Sullivan, S. J. (revise and resubmit). Associations between parent-teacher cocaring relationships, parent-child relationships, and young children’s social emotional development. Revision to be submitted to Early Childhood Research Quarterly.

Jeon, L. & Wells, M. B. (under review). Organizational changes may affect nurses’ attitudes: Comparing Swedish child health nurses’ attitudes on fathers before and after implementing a new father visit. Submitted to Child: Care, Health, and Development.

Okano, L.*, Jeon, L., Crandall, A., Powell, T. W., & Riley, A. W. (under review). The cascading effects of externalizing behaviors and academic functioning across developmental transitions: Implications for prevention and intervention. Submitted to Prevention science.

Amorim, A. N. G.*, Jeon, L., & Abel, Y. (under review). Mobile games to enhance early literacy skills. Submitted to Educational Researcher

MANUSCRIPTS IN PROGRESS (*denotes student co-author)

Jeon, L. (in preparation). Early childhood teachers’ mindfulness: Associations with children’s social, emotional, and behavioral functioning.

Jeon, L. (in preparation). Preschool climate and teachers’ stress: Mediations through teacher-perceived emotion regulation strategies.

Jeon, L., & Johnson, S. (in preparation). How do teacher and child capacities interact to shape cognitive and behavioral development? Examining teachers’ and children’s executive function.

Jeon, L., Swanson, R. C., Satchell, T., & Dale, J. (in preparation). Equity in access: Availability of quality early care and education in disadvantaged and advantaged communities.

Jeon, L., & Buettner, C. K. (in preparation). Associations between early childhood teachers’ professional engagement and children’s social-emotional development through student-teacher relationships.

Butler, R.*, & Jeon, L. (in preparation). Informant discrepancies in ratings of children’s social, emotional, and behavior problems.

BOOK CHAPTER

Amorim, A. N., Jeon, L., Abel, Y., & Dornelas, J. S. (2018). Criando jogos com base nas melhores evidências científicas. In Meira, L. & Blikstein, P. (Eds.), Ludicidade, Jogos Digitais e Gamificação na Aprendizagem: Estratégias Para Transformar as Escolas No Brasil. Porto Alegre, RS: Penso Editora

TECHNICAL REPORT

Jeon, L., & Buettner, C. K. (2017). Study of Early Childhood Educator’s Social-Emotional Capacity 2016-2017. Baltimore, MD: Johns Hopkins University

Buettner, C. K., Jeon, L., & Hur, E. (2011). Step Up To Quality Research Initiative III: An Examination of Ohio’s Quality Rating and Improvement System. Columbus, OH: The Ohio State University

PRESENTATIONS

PEER REVIEWED PRESENTATIONS (*denotes student co-author)

Jeon, L., Kwon, K., & Choi, J. (June, 2018). Associations between professional support and responsiveness to children in family child care: A moderating role of family child care providers’ perceived stress. Poster in Hindman, A. (chair) symposium, Emotional health and well-being among early childhood educators: Examining predictors and effects of stress and depression. Symposium at the annual meeting of the National Research Conference on Early Childhood (NRCEC), Arlington, VA.

Jeon, L., Buettner, C. K., & Grant, A.A.* (April, 2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Paper in Roberts, A. (chair) symposium, Teachers’ mental health and psychological well-being across contexts. Symposium at the annual meeting of the American Educational Research Association, New York, NY.

Jeon, L., & Johnson, S. (April, 2018). Early childhood teachers’ executive functioning and mindfulness and children’s development: Elucidating contexts for early learning. Poster in Wimberly, G. L. (chair) symposium, Excellence in education research: Early-career scholars and their work. Poster presentation at the annual meeting of the American Educational Research Association, New York, NY.

[Paper presentations within Organized Paper Symposium]Stressors Within and Without: Focusing on ECE Teachers Social-Emotional Wellbeing
Jeon, L., Buettner, C. K., Grant, A.A.*, & Lang, S. N. (August, 2017). Exploring the role of teachers’ stress in young children’s social-emotional development. Paper presentation at the annual meeting of European Early Childhood Education Research Association, Bologna, Italy.
Lang, S. N., Buettner, C. K., & Jeon, L. (August, 2017). Am I valued? Unpacking the stress in the professional lives of ECE teachers. Paper presentation at the annual meeting of European Early Childhood Education Research Association, Bologna, Italy.
Buettner, C. K., Jeon, L., & Lang, S. N. (August, 2017). Social Emotional Learning for Teachers (SELF-T): Helping teachers reduce stress and increase coping skills. Paper presentation at the annual meeting of European Early Childhood Education Research Association, Bologna, Italy.

 

Jeon, L., Buettner, C. K., & Grant, A. A.* (May, 2017). The role of early childhood teachers’ sense of community and work engagement in child development. Poster presentation at the Society for Prevention Research 25th annual meeting, Washington, DC.

[Paper presentations within Organized Paper Symposium]Early Childhood Educators’ Social-Emotional Capacity and Classroom Quality.
Jeon, L., Buettner, C. K., Pierce, J. L.*, & Grant, A. A.* (April, 2017). The moderating role of preschool teachers’ depression on the associations between children’s disabilities status and social-behavioral competence. Paper presentation at the 2017 biennial meeting of the Society for Research in Child Development, Austin, TX.

 

Buettner, C. K., Jeon, L., & Pierce, J. L. (April, 2017). Preschool teachers’ professional engagement and children’s social-emotional development: The mediation through teacher-child relationships. Paper presentation at the 2017 biennial meeting of the Society for Research in Child Development, Austin, TX.
Grant. A. A.*, Jeon, L., & Buettner, C. K. (April, 2017). Relating teachers’ working conditions and well-being to their career intentions and commitment to their job. Paper presentation at the 2017 biennial meeting of the Society for Research in Child Development, Austin, TX.
Lang, S. N., Mouzourou, C., Jeon, L., Buettner, C. K., & Hur, E. (April, 2017). Teachers’ education and constructivist belief: Associations with social and emotional responsiveness. Paper presentation at the 2017 biennial meeting of the Society for Research in Child Development, Austin, TX.

Alfes, C.*, Robinson, G.*, Grant, A. A.*, Jeon, L., & Buettner, C. K. (April, 2017). Teachers’ mindfulness and preschool student outcomes: Potential social, emotional, and cognitive benefits. Poster presentation at the 2017 biennial meeting of the Society for Research in Child Development, Austin, TX.

Grant, A. A.*, & Jeon, L. (April, 2017). Teacher turnover in hard-to-staff schools: A review of theory in the literature. Paper presentation at the 2017 annual meeting of the American Educational Research Association, San Antonio, TX.

Jeon, L., & Buettner, C. K. (July, 2016). Supporting teachers’ psychological wellbeing: The predictors of early childhood teachers’ depression, stress, and emotional exhaustion. Poster presentation at the Administration for Children and Families’ (ACF) National Research Conference on Early Childhood, Washington, DC.

Grant, A. A.*, Jeon, L., & Buettner, C. K. (May, 2016). Self-Efficacy as a mediator on the association between environmental chaos and early childhood educators’ occupational commitment. Poster presentation at the Society for Prevention Research 24th annual meeting, San Francisco, CA.

Buettner, C. K., & Jeon, L. (September, 2016). What predicts early childhood teachers’ social and emotional well-being? Examining teachers’ relationships within child-care settings. Paper presentation at the annual meeting of European Early Childhood Education Research Association, Dublin, Ireland.

[Paper presentations within Organized Paper Symposium]Buettner, C. K., & Jeon, L. (May, 2016). Taking the long view: Examining contextual contributors to early childhood teacher’s social-emotional wellbeing as early prevention for children’s social-emotional adjustment. Paper presentation within organized paper symposium at the Society for Prevention Research 24th annual meeting. San Francisco, CA.
Jeon, L., Buettner, C. K., & Hur, E. (May, 2016). The effects of work climate on teachers’ stress: Mediating role of teachers’ emotion regulation. Paper presentation within organized paper symposium at the Society for Prevention Research 24th annual meeting. San Francisco, CA.
Garcia, R. E.*, Jeon, L., & Buettner, C. K. (May, 2016). Associations between preschool teachers’ opportunities for professional development, motivation, and commitment. Paper presentation within organized paper symposium at the Society for Prevention Research 24th annual meeting. San Francisco, CA.
Lang, S.N., Jeon, L., & Schoppe-Sullivan, S. J. (May, 2016). Examining infant-toddler teachers’ attachment style, teacher-child relationships, and children’s social-emotional adjustment. Paper presentation within organized paper symposium at the Society for Prevention Research 24th annual meeting. San Francisco, CA.
Hur, E., Buettner, C. K., & Jeon, L. (May, 2016). Family childcare providers’ personal stress, stress from work-to-family conflict, and their relationship with children. Paper presentation within organized paper symposium at the Society for Prevention Research 24th annual meeting. San Francisco, CA.
Mouzourou, C., Lang, S. N., Jeon, L., Buettner, C. K., & Hur, E. (May, 2016). Childcare chaos and teacher wellbeing: The presence of children with disabilities. Paper presentation within organized paper symposium at the Society for Prevention Research 24th annual meeting. San Francisco, CA.

 

Buettner, C. K., Jeon, L., Lang, S. N., Pierce, J. L., & Garcia, R, E. (May, 2016). Family childcare providers’ relationships with parents and self-reported closeness and conflicts with children in care. Paper presentation at the biennial meeting of the International Congress of Infant Studies in 2016, New Orleans, Louisiana.

Wells, M. B., Lang, S. N., Jeon, L., & Schoppe-Sullivan, S. J. (May, 2016). Children’s social-emotional adjustment and the importance of the parent-teacher cocaring relationship. Paper presentation at the biennial meeting of the International Congress of Infant Studies in 2016, New Orleans, Louisiana.

Lang, S.N., Schoppe-Sullivan, S. J., Jeon, L., & Maras, E. (November, 2015). A new way to think about parent-teacher relationships in early childhood: Cocaring and how it links to parental involvement and children’s social-emotional challenges and strengths. Paper presentation at the National Association for the Education of Young Children (NAEYC)’s 2015 Annual Conference, Orlando, FL.

Buettner, C. K., & Jeon, L. (September, 2015). Early childhood teachers’ social-emotional capacity in the US. Paper presentation at the annual meeting of European Early Childhood Education Research Association, Barcelona, Spain.

[Paper presentations within Organized Paper Symposium]Promoting Social and Emotional Learning Environments through Early Childhood Educators.
Buettner, C. K., Jeon, L., & Hur, E. (Mar, 2015). Early childhood educators’ social and emotional capacity: Findings from a systematic meta-analysis. Paper presentation at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.
Hur, E., Jeon, L., & Buettner, C. K. (Mar, 2015). Early childhood educators’ social and emotional capacity: Findings from a national survey of US early childhood educators. Paper presentation at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.
Jeon, L., Buettner, C. K., & Hur, E. (Mar, 2015). Child-care chaos and teachers’ emotional responses to children: mediation through teachers’ emotion regulation and coping. Paper presentation at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.
Andrews, D. W., Buettner, C. K., Hur, E., & Jeon, L. (Mar, 2015). What are we teaching the teachers? Child development curricula in us higher education. Paper presentation at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

 

Lang, S.N., Schoppe-Sullivan, S. J., & Jeon, L. (March, 2015). Multidimensional parent-teacher relationships: Cocaring and its associations with child adjustment and teacher-child relationships. Poster presentation at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

Buettner, C. K., Jeon, L., & Hur, E. (September, 2014). Early childhood teachers’ well-being and children’s social emotional learning environments. Paper presentation at European Early Childhood Education Research Association, Crete, Greece.

Jeon, L., Buettner, C. K., & Hur, E. (July, 2014). Profiles of early child-care teachers’ competence and distress: Findings from a study of a Quality Rating and Improvement System. Poster presentation at the Head Start’s 12th National Research Conference, Washington, D.C.

Jeon, L., Buettner, C. K., & Hur, E. (May, 2014). The moderating effects of Quality Rating and Improvement Systems: On the relationship between family disadvantage and children’s cognitive skills. Poster presentation at the 22nd annual meeting of Society for Prevention Research, Washington, D.C.

Buettner, C. K., Jeon, L., & Hur, E. (May, 2014). The relationship between pre-K teacher’s attributes and practices and child-care structural quality. Poster presentation at the 22nd annual meeting of Society for Prevention Research, Washington, D.C.

Hur, E., Buettner, C. K., & Jeon, L. (May, 2014). The association between teachers’ child-centered beliefs and children’s academic outcomes and the mediating effect of children’s self-regulation. Poster presentation at the 22nd annual meeting of Society for Prevention Research, Washington D.C., DC.
Hur, E., Buettner, C. K., & Jeon, L. (June, 2013). Investigating process: How home environment influences children’s early literacy skills. Poster presentation at the 5th International Conference on Self-Determination Theory. Rochester, NY.

Jeon, L., Buettner, C. K., & Hur, E. (May, 2013). Home environments as mediators of the relationships between family and neighborhood disadvantages and school readiness. Poster presentation at the Society for Prevention Research 21th annual meeting. San Francisco, CA.

Jeon, L., Buettner, C. K., & Snyder, A. R. (April, 2013). Pathways from teacher depression and child-care quality to child behavioral problems in early child-care settings. Poster presentation at the 2013 Society for Research in Child Development Biennial meeting, Seattle, WA.

Buettner, C. K., Jeon, L., & Hur, E. (April, 2013). Examining the relationship between home chaos, preschool quality, and children’s social competence. Poster presentation at the 2013 Society for Research in Child Development Biennial meeting, Seattle, WA.

Hur, E., Buettner, C. K., & Jeon, L. (April, 2013). The influence of teachers’ beliefs on children’s social and academic development: Mediated by teacher-child interactions. Poster presentation at the 2013 Society for Research in Child Development Biennial meeting, Seattle, WA.

Li, J., Buettner, C. K., Jeon, L., & Hur, E. (April, 2013). Factors that influence the sense of school community for preschool teachers – Issues that deserve more attention. Poster presentation at the annual conference of the American Educational Research Association, San Francisco, CA.

Moodie-Dyer, A. M., Buettner, C. K., & Jeon. L. (January, 2013). Step up to Quality: Stakeholder perceptions of Ohio’s child care Quality Rating System. Paper presentation in the symposium at the 17th annual meeting of Society for Social Work and Research, San Diego, CA.

Jeon, L., Buettner, C. K., & Hur, E. (May, 2012). Preventing children’s school failure: Findings from a Study of Ohio’s Quality Rating and Improvement System. Paper presentation at the 20th annual meeting of Society for Prevention Research, Washington, D.C.

Buettner, C. K., Jeon, L., & Hur, E. (May, 2012). Quality Rating and Improvement Systems: Associated Teacher Quality. Paper presentation at the 20th annual meeting of Society for Prevention Research, Washington, D.C.

Hur, E., Buettner, C. K., & Jeon, L. (May, 2012). The influence of teachers’ autonomy-supportive instruction on the development of preschool children’s behavioral self-regulation. Paper presentation at the 20th annual meeting of Society for Prevention Research, Washington, D.C.

Buettner, C. K., & Jeon, L. (June, 2011). High quality, high stress: Teacher stress and quality ratings in early childhood classrooms. Poster presentation at the 19th annual meeting of Society for Prevention Research, Washington, D.C.

Buettner, C.K., Jeon, L., & Andrews, D. (June, 2010). Preventing School Failure: Results from the Kid Corps Early Childhood Intervention Pilot. Poster presentation at the 18th annual meeting of Society for Prevention Research, Denver, CO.

Jeon, L. (2010, May). Effects of home environment and preschool childcare quality on early cognitive and social skills. Poster presentation in the Education and Human Ecology Division at the Hayes Graduate Research Forum, The Ohio State University, Columbus, OH.

GRANTS

Early Childhood Educator Wage Compensation Model for Alaska. Thread Alaska. $60,000. Principal Investigator (12/01/2018-06/30/2019)

Maryland EXCELS. Maryland State Department of Education, MD. 35% efforts (07/01/2018-06/30/2019), Role: Key Personnel (PI: R. Christopher Swanson)

Infant Toddler Teachers’ Physical and Psychological Well-being: Predictors and Consequences. University of Oklahoma, Tulsa, OK. $8,500 (06/01/2018 – 05/31/2019), Role: Co-Principal Investigator (PI: Kyong Ah Kwon)

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 (07/01/2016 – 06/30/2018), Role: Principal Investigator

The Effects of Family, Neighborhoods, and Child Care on preschool children’s socio-emotional development. Lucile and Roland Kennedy Scholarship Fund in Home Economics. Dissertation Research Fellowship Grant. College of Education and Human Ecology, Ohio State University, $18,000, 09/01/2012 – 04/30/2013, Role: Principal Investigator

Under Review
Dynamics of Teachers’ and Students’ Executive Function: Role of Early Self-regulatory Skills in School Readiness. Spencer Foundation Small Grant. $50,000. Principal Investigator [revise and resubmit]

Responsive Healthy Outcomes Promotion and Engagement System: R-HOPE for Children and Families. National Institute of Health. R21. $275,000. Co-Principal Investigator (PI: R. Christopher Swanson) [under review]

Happy Teacher Project: Supporting Early Childhood Teachers’ Physical and Psychological Well-being University of Oklahoma, Tulsa, OK. $15,000. Co-Principal Investigator (PI: Kyong Ah Kwon) [under review]

On Advisory Board
Development of a Tiered Coaching Model to Support the Professional Development of Inclusive Early Childhood Educators. Institute of Education Sciences (IES), PI: Angel Fettig, University of Washington, 2017-2022

Can Technology Enable Effective and Efficient Learning of Surgical Technical Skills? The Science of Learning Institute, Johns Hopkins University, PI: Gregory Hager, Johns Hopkins University, 2017-2019

AWARDS AND HONORS

2017 AERA-SRCD Early Career Fellowship in Early Education and Development, American Educational Research Association & Society for Research in Child Development

2017 Faculty Development Committee Pitch Grant Award ($750), School of Education, Johns Hopkins University

2014 Postdoctoral Researcher Travel Award, College of Education and Human Ecology, The Ohio State University

2014 SPR Early Career Preventionists Network (ECPN) travel award, Society for Prevention Research

2009 Second place, poster presentation in the Education and Human Ecology Division at the Hayes Graduate Research Forum, The Ohio State University

2009 The Frank Elam Parker Memorial Scholarship, The Ohio State University

2006-2007 Excellent Alumna Graduate Fellowship, Sookmyung Women’s University, South Korea

TEACHING & MENTORING EXPERIENCE

Graduate Teaching
Career Development and Academic Writing (doctoral), School of Education, Johns Hopkins University
Fall 2018, Intersession 2019, Spring 2019

Structural Equation Modeling (doctoral), School of Education, Johns Hopkins University
Spring 2018

Hierarchical Linear Models (doctoral), School of Education, Johns Hopkins University
Spring 2016; Spring 2017; and Fall 2017

Science of Learning (doctoral), School of Education, Johns Hopkins University
Fall 2016; Fall 2018

Academic Writing (doctoral), School of Education, Johns Hopkins University
Spring 2017

Human Development from Educational Psychology (doctoral, ED.855.825), School of Education, Johns Hopkins University
Fall 2017 (new course developed)

Career Development (doctoral, Ph.D. seminar), School of Education, Johns Hopkins University
Fall 2017 – Spring 2018

Undergraduate Teaching
Parenting (undergraduate), Department of Human Sciences, The Ohio State University
Fall 2013; Spring 2014; and Fall 2014

[teaching assistant] Courtship and Marriage (undergraduate) Department of Human Development and Family Science, The Ohio State University
Fall 2012

Online Course Instructional Design
Session 8 Developmentally Appropriate Teaching Content Development, Advanced Methods in the Elementary STEM Classroom (ED.840.670.1A), Mathematics/STEM Instructional Leader (Pre-K-6) Certificate Program, School of Education, Johns Hopkins University, Fall 2018

Invited Lecture/Presentations
November, 2018 Schoolhouse Talk: Unpacking Early Educators’ Social-Emotional Health, Maryland State Department of Education 2018 Trainers Conference “Breaking Down Barriers”, Linthicum, MD.

November, 2018 Social Emotional Learning and Development in Children and Adults, Early Childhood Leadership Academy, Global Partnerships for Children and Families, IDEALS Institute, School of Education, Johns Hopkins University

July, 2018 Highly Stressed Teachers? What We Know About Supporting Teachers’ Social and Emotional Wellbeing, Science in Action Day, Science of Learning Institute, Johns Hopkins University

April, 2018 Are they Stressed? Unpacking Early Childhood Teachers’ Social and Emotional Capacity, Schoolhouse Talk!, School of Education, Johns Hopkins University

July, 2017 Highly Stressed Teachers? What We Know About Supporting Teachers’ Social and Emotional Wellbeing, Science in Action Day, Science of Learning Institute, Johns Hopkins University

2014 What Makes a Difference? Examining Teachers, Training, and Tactics in Early Childhood Education. HDFS Brownbag Seminar Series (graduate)
Department of Human Sciences, The Ohio State University

2014 Evaluation Research, Guest lecture in Research Methods (undergraduate)
Department of Human Sciences, The Ohio State University

2013 Secondary Data Analysis, Guest lecture in Development and Prevention Science Research Methods (undergraduate)
Department of Human Sciences, The Ohio State University

Independent Research Study Advising
Fall 2018 Independent Study Advising (undergraduate)
Stephanie Summerfield, Tali Lesser, Georgia Gaertner
School of Education, Johns Hopkins University

2018 – current Master’s thesis advising
Brynne Willis, School of Education, Johns Hopkins University

Summer 2018 Hosting and Advising Summer Research Intern,
Katherine Xie, Center for Talented Youth, Johns Hopkins University
Xie, K. & Ardeleanu, K., & Jeon, L. (August, 2018). Does adult presence matter?
Changes in delay inhibition in children when adults are present. Poster presentation at the Hopkins CARES symposium and the CTY symposium. Baltimore, MD.

Summer 2017 Hosting and Advising Summer Research Intern,
Arianna Parkhideh, Center for Talented Youth, Johns Hopkins University
Parkhideh, A., Grant, A. A., & Jeon, L. (July, 2017). Chaos in the school environment: Teacher perceptions and measures. Poster presentation at the Hopkins CARES symposium. Baltimore, MD.

Summer 2016 Hosting and Advising Summer Research Intern,
Katie Shia, Center for Talented Youth, Johns Hopkins University
Shia, K., Grant, A. A., & Jeon, L. (July, 2016). Links between parent-teacher relationships and parent-teacher reported child behavioral outcome discrepancies. Poster presentation at the Hopkins CARES symposium. Baltimore, MD.

Spring 2016 Independent Study Advising (undergraduate)
Clarissa Alfes, Maria Wang
School of Education, Johns Hopkins University

2014 – 2015 Independent Study Advising (undergraduate)
Eman Darwish, Rachel Garcia, Emily Sorrenti, Alyssa Clancy, Francesca Force, Maggie Gauding, Binh Nguyen, Kristina Valentine, & Chenchen Zheng
Department of Human Sciences, The Ohio State University

STATISTICAL TRAINING

Multilevel Structural Equation Modeling, Statistical Horizons (Instructor: Dr. Kristopher Preacher), Dec 2015.
Longitudinal Data Analysis Using Stata, Statistical Horizons (Instructor: Dr. Paul Allison), May 2015.
Latent Class Analysis, Statistical Horizons (Instructor: Dr. Stephanie Lanza), December 2013.

Selected Coursework in Research Methodology:

  • Covariance Structural Modeling (Instructor: Dr. Michael Browne, Psychology)
  • Item Response Theory (Instructor: Dr. Michael Edwards, Psychology)
  • Missing Data Analysis (Instructor: Dr. Bo Lu, Biostatistics)
  • Hierarchical Linear Modeling (Instructor: Dr. Christopher Browning, Sociology)
  • Mediation and Moderation Analysis (Instructor: Dr. Andrew Hayes, Communication)
  • Dyadic Data Analysis (Instructor, Dr. Suzanne Bartle-Haring, HDFS)
  • Causal Modeling: Econometrics (Instructor: Dr. Hui Zheng, Sociology)
CERTIFICATIONS

Certified Pre-K Classroom Assessment Scoring System (CLASS) Trainer. Teachstone.
Certified Pre-K Classroom Assessment Scoring System (CLASS) Observer. Teachstone.
Public Preschool Teacher’s License. Ministry of Gender Equality & Family. South Korea.
Family Life Educator Certificate. Korean Home Economics Association. South Korea

SERVICE

University
2018-present Faculty Executive Committee (Assistant Professor Representative), School of Education, Johns Hopkins University
2018-present Faculty Peer-to-Peer Writing Group (Co-leader), School of Education, Johns Hopkins University
2018-present Ph.D. Admissions committee (member), School of Education, Johns Hopkins University
2018-present Faculty Evaluation Advisory Board (member), School of Education, Johns Hopkins University
2015-present Strategic Planning Committee (member), Johns Hopkins University
2018 Assistant Dean for Faculty Development Search Committee (member), School of Education, Johns Hopkins University
2018 Faculty Work Load committee (member), School of Education, Johns Hopkins University
2017-2018 International Conference on Higher Education Reform Organizing Committee (member), School of Education, Johns Hopkins University
2017 Ph.D. Admissions committee (member), School of Education, Johns Hopkins University
2016 Early Childhood Special Education Faculty Search Committee (member), School of Education, Johns Hopkins University
2015-2018 Faculty Development Committee (member), Johns Hopkins University

Professional
2018-present Associate Editor, Early Education and Development
2018-present Special Issue Co-Editor, Early Care and Education Professionals’ Social and Emotional Well-Being, Early Education and Development
2017-2018 Editorial Board, Early Education and Development
2014-present Ad hoc reviewer, Early Childhood Research Quarterly; Child & Youth Care Forum; Computers & Education; Early Education and Development; Teaching and Teacher Education; Learning and Instruction; Journal of Education for Students Placed at Risk
2018 Abstract reviewer for the 2019 biennial meeting of Society for Research in Child Development (SRCD).
2018 Abstract reviewer for the 2019 annual meeting of American Educational Research Association (AERA).
2017 Abstract reviewer for the 2018 biennial meeting of National Research Conference on Early Childhood, The Administration for Children and Families.
2017 Abstract reviewer for the 2018 annual meeting of American Educational Research Association (AERA).
2016 Abstract reviewer for the 2017 annual meeting of Society for Prevention Research (SPR).
2016 Abstract reviewer for the 2017 annual meeting of American Educational Research Association (AERA).
2016 Abstract reviewer for the 2016 biennial meeting of National Research Conference on Early Childhood, The Administration for Children and Families.
2014-2015 Judge, Denman Undergraduate Research Forum at the Ohio State University
2014 Abstract reviewer for the 2015 annual meeting of Society for Prevention Research (SPR).
2013 Abstract reviewer for the 2014 annual meeting of Society for Prevention Research (SPR)s.

PROFESSIONAL MEMBERSHIPS

Society for Prevention Research (SPR)
Society for Research in Child Development (SRCD)
American Educational Research Association (AERA)