Publications

[Peer Reviewed Journal Articles] 

Byun, S., Lee, Y., & Jeon, L. (2025). Workplace relationships, emotion regulation, and teacher-child relationships among early childhood educators in South Korea. The Asia-Pacific Education Researcher. Online publication ahead. https://doi.org/10.1007/s40299-025-00972-4 

Byun, S., & Jeon, L. (2025). Associations among Teacher-Perceived Preschool Work Climates, Classroom Chaos and Child Challenging Behaviors. Teaching and Teacher Education, 153(104821), 1-12. https://doi.org/10.1016/j.tate.2024.104821 

Jeon, L., Burchinal., P. R., & Byun, S. (2025). Does Head Start or public Pre-Kindergarten enrollment matter? Associations with children’s long-term school attendance in Baltimore City. Early Childhood Research Quarterly, 71(2), 59-69. https://doi.org/10.1016/j.ecresq.2024.11.012  

Zhao, X.*, Byun, S., & Jeon, L. (2025). Professional commitment and satisfaction of teachers in Head Start within a systemically marginalized community: Associations with perceived psychological distress and physical safety. Social Psychology of Education, 28, 55. https://doi.org/10.1007/s11218-025-10029-5

고윤지, 이유승, & 변수연. (2024). 디지털 시대 영유아 교사의 디지털 교육 역량 강화 전략: 독일의 사례를 중심으로. 열린유아교육연구, 29(6), 339-368.

이유승, 오수정, 고윤지, & 변수연. (2024). 영유아교사의 신체 건강에 관한 연구동향 분석: 국내 학회지를 중심으로. 생애학회지, 14(3), 139-160.

Byun, S., Jeong, J., & Jeon, L. (2024). Changes in early care and education settings amid COVID-19: Voices of primary caregivers. Early Education and Development, 35(3), 476-499. https://doi.org/10.1080/10409289.2022.2160922

Ha, N., Byun, S., Lang, S., & Jeon, L. (2024). Qualitative study on Social Emotional Learning for Teachers (SELF-T): A professional development intervention promoting early childhood educators’ knowledge of emotional well-being. European Early Childhood Education Research Journal. Online publication ahead. https://doi.org/10.1080/1350293X.2024.2425947

Wahman, C. L., Byun, S., Jeon, L., White, A., Houston, K., Artman-Meeker, K., & Moustaka, M. (2024). Teachers’ Implementation of Pyramid Model Practices During Remote Instruction. Topics in Early Childhood Special Education. Online publication ahead. https://doi.org/10.1177/0271121424130

Zhang, Q., Xiong, Y., Prasath, P., & Byun, S. (2024). The relationship between international students’ perceived discrimination and self-reported overall health during COVID-19: Indirect associations through positive emotions and perceived social support. Journal of International Students, 14(1), 119-133. https://doi.org/10.32674/jis.v14i1.5368

Byun, S., & Jeon, L. (2023). Early Childhood Teachers’ Work Environment, Perceived Personal Stress, and Professional Commitment in South Korea. Child and Youth Care Forum. 52, 1019-1039. https://doi.org/10.1007/s10566-022-09722-9

Byun, S., & Jeon, L. (2023). Preschool teachers’ psychological well-being, emotion regulation, and emotional responsiveness: A US-Korea comparison. Frontiers in Psychology, 14(1152557), 1-14. https://doi.org/10.3389/fpsyg.2023.1152557

Byun, S., Zhao, X., Buettner, C. K., Chung, S. A., & Jeon, L. (2022). Early childhood teachers' psychological well-being, competence, and responsiveness toward children: A cross-cultural comparison between teachers in the U.S. and South Korea. Teaching and Teacher Education, 114(103705), 1-14. https://doi.org/10.1016/j.tate.2022.103705

Byun, S., & Slavin, R. E. (2020). Educational responses to the COVID-19 outbreak in South Korea. Best Evidence of Chinese Education, 5(2), 665-680. http://dx.doi.org/10.2139/ssrn.3652607

Byun, S., Brumariu, L., & Lyons-Ruth, K. (2016). Disorganized attachment in young adulthood as partial mediator of relations between severity of childhood abuse and dissociation. Journal of Trauma & Dissociation, 17(4), 460-79. https://doi.org/10.1080/15299732.2016.1141149

Finger, B., Byun, S., Melnick, S., & Lyons-Ruth, K. (2015). Hostile-helpless states of mind mediate relations between severity of abuse and the extent of borderline and antisocial personality disorder features. Translational Developmental Psychiatry 3. https://doi.org/10.3402/tdp.v3.28785

[Technical Reports and Others]

김현경, 강민주, 변수연, 박소희, 최정수. (2024). 2023 어린이집안전공제회 통계자료집. 어린이집안전공제회.

Byun, S., Roberts, A., & Jeon, L. (2023). Well-being first professional development program [Trainer guide]. University of Virginia School of Education and Human Development.

Neitzel, A. J., Lake, C., Byun, S., Shi, C., & Slavin, R. (2023). Effective Tier 1 Reading Instruction for Elementary Schools: A Systematic Review. https://doi.org/10.31219/osf.io/xsw2p

Byun, S., Dewey, N., & Jeon, L. (2023). Early Childhood Landscape in Cherry Hill. Charlottesville, VA: University of Virginia.

Byun, S., Zhao, X., Leon, E., Clayton, D., Dale, J., Muirhead, M., Schanbacher, A., Mainzer, L., Jeon, L. (2022). July 2021-June 2022 Maryland Early Learning Assessment Implementation Academy: Evaluation Report. Center for Technology in Education, Johns Hopkins University School of Education, Baltimore, MD. 

Neitzel, A., Storey, N., Lake, C., Byun, S., Chuter, C., Shi, C., Slavin, R. (2020). Data associated with the presentation "Effective Tier 1 Reading Instruction for Elementary Schools: A Systematic Review". Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University. Retrieved from (https://github.com/aj-neitzel/Effective-Tier-1-Reading-Instruction-for-Elementary-Schools-A-Systematic-Review).

IDEALS Institute (2019). Alaska wage compensation study for early childhood and school-age educators: Leadership survey results. Baltimore, MD: Johns Hopkins University School of Education IDEALS Institute. [Role: Lead author]

Romer, A. L., & Byun, S. (2017). A Quasi-Experimental Study of Facing History Electives in Three Urban High Schools. Brookline, MA: Facing History and Ourselves.