Kyoung Kim

Kyoung Jin Kim, Ph. D., is a clinical associate professor in the Department of Teacher Education and Administration. She received a Ph. D. in Curriculum & Instruction from the University of Illinois at Urbana-Champaign. Prior to joining UNT, she was an assistant professor at Arkansas State University, Ball State University, and Wheelock College. In addition, she was a Clinical Assistant Professor at Boston University. Her teaching in higher education has a wide range of both undergraduate and graduate courses including child development, principles of early childhood education, foundations in communication and collaboration with families, professionals, and communities, teaching, and curriculum in diverse early childhood settings, practicum courses, action research, nurturing children’s social competence, environmental processes, and assessment, learning with/from children, advanced studies in early childhood education, and documenting young children’s learning and development.

All of her teaching experiences inspired her research. Providing a high-quality program for young children is her central interest. She researched program quality in education, teacher evaluation, teacher efficacy in working with diverse families, and professional development to assess teacher quality. Curriculum-wise, she examined many effective programs on different instructional approaches on diverse subject matters such as math, science, art, and critical literacy. Lastly, as diversity is another streamline of her research, she examined racial diversity through role-playing as well as reflected on her own experience as an immigrant mother and teacher educator focusing on diversity and working with immigrant children and families. Her scholarly works have been published in journals such as the International Journal of Early Childhood, Journal of Research in Early Childhood, Journal of Research in Early Childhood, Journal of Early Childhood Teacher Education, Early Childhood Development and Care, and Early Childhood Education.

• Kim, K. J., Han, M. K., Sohn, J-H., &Nah, J. (Accepted). From stuck in a dark tunnel to shining new light: Narrative inquiry of Korean early childhood practitioners during the pandemic. Manuscript accepted to the Asia Pacific Journal of Research in Early Childhood Education.
• Kim, K. J., Han, M. K., Jung, E., &Sohn, J-H. (2022). Engaging organic learning through cotton planting: Blooming children’s minds!. Childhood Education Innovations, 98(5), 76-79. 
• Kim, K. J., Han, M. K., Jung, E., &Yu, H. M. (2021). Cultivating peer competence through self-regulation and teacher-child relationship. International Journal of Early Childhood Education, 27(2), 21-39.  
• Kim, K. J., Yoon, J., &Han, M. K. (2021). Young chefs in the classroom! Empowering children to learn science process skills and promoting healthy eating habits through inquiry-based cooking project. International Journal of Early Year Education, 27(2), 21-39.  
• Kim, K. J., Boals, B., Jung, E., &Vail, S. (2021). Nipping bullying in the bud: Identifying, understanding, and responding to the classroom bully. National Social Science Journal, 57(1), 6-14. 
• Kim, K. J., Jung, E., Han, M. K., &Sohn, J. H. (2020). The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project. Journal of Research in Early Childhood, 34(4), 538-550. 
• Yoon, J., Kim, K. J., &Koo, K. (2020). Enrichment program for the ethnic minority gifted and talented students in science and engineering. International Journal of Science Education, 10(1), 36-50. 
• Taylor, L., &Kim, K. J. (2020). Experiencing the real context between families, schools, and community relationships: Transforming preservice teachers’ perceptions. Journal of Early Childhood Teacher Education, 41(1), 18-28. 
• Wee, S., Kim, K. J., &Boals, B. (2019). The magic of parodies in early childhood classroom: From entertaining to critical thinking. Early Childhood Education, 46(1), 30-39. 
• Wee, S., Kim, K. J., &Lee, Y. M. (2019). “Cinderella did not speak up”: Critical literacy approach using folk/fairy tales and their parodies in an early childhood classroom. Early Childhood Development and Care, 189(11), 1874-1888. 
• Kim, J., Wee, S., &Kim, K. J. (2018). Walking the road as immigrant mothers and teacher educators: A collaborative self-study of three Korean immigrant early childhood educators. Studying Teacher Education, 14(1), 22-38. 
• Kim, K. J., Yu, H., &Han, M. K. (2017). Understanding and dealing with current early childhood educators’ needs after compulsory inclusive education in Korea. International Journal of Early Childhood Education, 23(2), 57-78. 
• Kim, K. J., Wee, S., Han, M., Son, J., &Hitchens, C. (2017). Enhancing children’s art appreciation and critical thinking through art intervention program. International Journal of Education through Art, 13(3), 317-332. 
• Yoon, J. Y., &Kim, K. J. (2017). Science song project: Integration of science, music, and technology to learn science concepts and process skills. K-12 STEM Education, 3(3), 235-250. 
• Kim, K. J., Wee, S., &Boals, B. (2017). Opening a window through creative art activities to foster children’s self-confidence. Dimensions of Early Childhood, 45(2), 4-12. 
• Kim, K. J., &Taylor, L. (2016). Preservice teachers’ self-efficacy in working with families: Can an immersive course make a difference? Advances in Early Education and Day Care, 20, 1-22.  
• Kim, K. J., Wee, S., Choi, J., &Boals, B. (2016). Young children’s physical and psychological well-being through yoga. Childhood Education, 92(6), 437-445. 
• Kim, K. J., Taylor, L. (2016). Engaging family members during intergenerational family night activities. Teaching Young Children, 10(1), 18-19. 
• Boals, B., Kim, K. J., G-L, L., &Wee, S. (2016). One state’s evolving professional development system: Arkansas’ early care and education path of change and growth. ArATE Electronic Journal, 7(1), 2-14. 
• Wee, S., Kim, S., &Kim, K. J. (2016). Children’s understanding of racial diversity through role-play: A case study of kindergartners in South Korea. Asia Pacific Journal of Research in Early Childhood Education, 10(2), 125-149. 
• Yoon, J. Y., Kim, K. J., &Martin, L. (2016). Culturally inclusive science teaching (CIST) model for teachers of culturally and linguistically diverse students. Journal for Multicultural Education, 10(3), 322-338.  
• Kim, K. J. (2012). Expanding the current definition of program quality: Exploring parents’ notions of what makes a good program. Asia-Pacific Journal of Research in Early Childhood Education, 6(1), 43-65. 
• Seiler, S. N., Brummel, B. J., Anderson, K. L., Kim, K. J., Wee, S., Gunsalus, C. K., &Loui, M. C. (2011). Outcomes assessment of role-play scenarios for teaching responsible conduct of research. Accountability in Research, 18(4), 217-246.   
• Kim, K. J. (2010). A survey on the quality of early childhood education and care: Teachers and parents’ perspectives in U.S. Early Educator, 18-19.  
• Kim, K. J. (2010). Exploring ecologies to uncover parents’ multiple views of early childhood programs. International Journal of Early Childhood Education, 16(1), 77-91. 
• Lee, G-L., Myers, D., &Kim, K. J. (2009). Kindergarten teachers’ professional training and their social status in Korea. Journal of Early Childhood Teacher Education, 30(3), 263-271. 
• Kim, K. J., &Kim, J. (2008). Kindergarten teacher evaluation in Korea: Perspectives and direction. International Journal of Early Childhood Education, 14(1), 111-126. 
• Baek, S. G., &Kim, K. J. (2003). The effect of dynamic assessment based instruction on children’s learning. Asia Pacific Educational Review, 4(2), 189-198.