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Research interests include K -12 literacy instruction, including critical literacy and how to support the learning of all students, how identity shapes literacy practices and learning for teachers and students, the role of discourse in literacy development, and teacher education & inquiry.
Autism; Early Intervention and Early Childhood Special Education; Language, Literacy, and Social Communication; Families' Experiences, Beliefs, and Practices; Culturally and Linguistically Diverse Learners; Positive and Naturalistic Behavioral Support Strategies
scientific inquiry;, science learning and assessment;, computational thinking;, equity;, virtual environments;, professional development
"Social cognitive development, morality, intergroup relationships, origins of prejudice, social exclusion, morality and theory of mind, implicit and explicit biases, and broadening participation in STEM by promoting inclusive classroom contexts"
Dr. Jeongeun Kim’s scholarship focuses on how institutions of higher education use their autonomy to organize strategies for revenue generation and resource allocation to remain competitive. Her research examines how policies related to the financing of postsecondary education affect access, affordability, and quality. Her work also addresses how changes in the organizational policies and practices of colleges and universities would impact stakeholders, including the students and faculty at those institutions.  
Elementary mathematics teacher preparation
Mathematics methods course curriculum
Mediated field experiences
Process and outcome in counseling and psychotherapy groups; The therapy relationship: Working alliance, Real Relationship and Transference-Countertransference; Actor-Partner Interdependence Model applied to groups; Dyadic methods for analyzing the therapeutic relationship; Longitudinal analyses.
The political economy of educational policy and social change, how gender, race, and class intersect with educational and social inequalities.
child care and early education policy, early childhood education, young children's understanding of their early school experiences, teacher beliefs about development, Teacher Education