Forthcoming: Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family-Teacher Relationships and Approaches to Learning - Child Development
Forthcoming: Promoting a Person-Centered Approach to Strengthening Early Childhood Practices that Support Social-Emotional Development - Early Education and Development
Forthcoming: Testing a Holistic Conceptual Framework for Early Childhood Teacher Well-Being - Journal of School Psychology
Neglected elements of a high-quality early childhood workforce: Whole teacher well-being and working conditions (2020) - Kwon, K. A., Ford, T. G., Salvatore, A. L., Randall, K., Jeon, L., Malek-Lasater, A., ... & Han, M. Early Childhood Education Journal
Work climate in early care and education and teachers’ stress: Indirect associations through emotion regulation (2020) - Jeon, L., & Ardeleanu, K. Early Education & Development
Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being (2020) - Jennings, P. A., Jeon, L., & Roberts, A. M. Early Education & Development
Using Escribo Play video games to improve phonological awareness, early reading and writing in preschool (2020) - Amorim, A. N., Jeon, L., Abel, Y., Felisberto, E. F., Barbosa, L. N. F., & Dias, N. M. Educational Researcher
Social Emotional Learning for Teachers (SELF-T): A short-term, online intervention to increase early childhood educators’ resilience (2020) - Lang, S. N., Jeon, L., Sproat, E. B., Brothers, B. E., & Buettner, C. K. Early Education & Development
Associations between parent-teacher cocaring relationships, parent-child relationships, and young children’s social emotional development (2020) - Lang, S. N., Wells, M. B., Jeon, L., & Schoppe-Sullivan, S. J. Child & Youth Care Forum
The cascading effects of externalizing behaviors and academic functioning across developmental transitions: implications for prevention and intervention (2020) - Okano, L. Jeon, L., Crandall, A., Powell, T., & Riley, A. Prevention Science
Differential effects of internalizing behaviors on academic functioning for girls versus boys: An analysis of developmental cascades from elementary to high school (2019) - Okano, L., Jeon, L., Crandall, A., & Riley, A. Development and Psychopathology
The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs (2019) - Kwon, K., Jeon, S., Jeon, L., & Castle, S. Learning and Individual Differences
Developmental cascades of social competence, achievement in school, and achievement on standardized assessments during the transition to adolescence and secondary school (2019) - Okano, L., Jeon, L., Crandall, A., Powell, T., & Riley, A. Journal of Adolescence
Early childhood teachers’ stress and children’s social, emotional, and behavioral functioning (2019) - Jeon, L., Buettner, C. K., Grant, A.A., & Lang, S. N. Journal of Applied Developmental Psychology
Chaos and professional commitment in the early childhood education classroom: Direct and indirect associations through teaching efficacy (2019) - Grant. A. A., Jeon, L., & Buettner, C. K. Teaching and Teacher Education
Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019) - Grant. A. A., Jeon, L., & Buettner, C. K. Educational Psychology
Family child care providers’ responsiveness toward children: The role of professional support and perceived stress (2018) - Jeon, L., Kwon, K., & Choi, J. Children and Youth Services Review
An organizational-level analysis of early childhood teachers’ job attitudes: Workplace satisfaction affects early Head Start and Head Start teacher turnover (2018) - Jeon, L., & Wells, M. B. Educational Researcher
Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion (2018) - Jeon, L., Buettner, C. K., & Grant, A.A. Early Education & Development
Preschool teachers’ professional training, observational feedback, child-centered beliefs and motivation: Direct and indirect associations with social and emotional responsiveness (2017) - Lang, S. N., Mouzourou, C., Jeon, L., Buettner, C. K., & Hur, E. Child & Youth Care Forum
Examining a self-report measure of parent–teacher cocaring relationships and associations with parental involvement (2017) - Lang, S. N., Schoppe-Sullivan, S. J., & Jeon, L. Early Education and Development
Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping (2016) - Jeon, L., Hur, E. & Buettner, C. K. Journal of School Psychology
Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment (2016) - Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. Early Education and Development
Preschool teachers' child-centered beliefs: Direct and indirect associations with work climate and job-related wellbeing (2016) - Hur, E., Jeon, L., & Buettner, C. K. Child & Youth Care Forum
Preschool teachers’ professional background, process quality, and job attitudes: A person-centered approach (2016) - Jeon, L., Buettner, C. K., & Hur, E. Early Education and Development
What are we teaching the teachers? Child development curricula in US higher education (2016) - Buettner, C. K., Hur, E., Jeon, L., & Andrews, D. W. Child and Youth Care Forum
Quality Rating and Improvement Systems and children’s cognitive development (2015) - Jeon, L., & Buettner, C. K. Child & Youth Care Forum
The association between teachers’ child-centered belief and children’s academic achievement: The indirect effect of children’s behavioral self-regulation (2015) - Hur, E., Buettner, C. K., & Jeon, L. Child & Youth Care Forum
Parental depressive symptoms and children’s school-readiness: The indirect effect of household chaos (2015) - Hur, E., Buettner, C. K., & Jeon, L. Journal of Child and Family Studies
Examining pre-school classroom quality in statewide Quality Rating and Improvement System (2014) - Jeon, L., Buettner, C. K., & Hur, E. Child & Youth Care Forum
Family and neighborhood disadvantage, home environment, and children’s school readiness (2014) - Jeon, L., Buettner, C. K., & Hur, E. Journal of Family Psychology
Pathways from teacher depression and child-care quality to child behavioral problems (2014) - Jeon, L., Buettner, C. K., & Snyder, A. R. Journal of Consulting and Clinical Psychology
Forthcoming:
Jeon, L., Hur, E., Ardeleanu, K., Satchell, T., & Swanson, C. R. (in press). Child care professionals’ psychological well-being. In Saracho, O, N. (Eds.), Contemporary Perspectives in Early Childhood Education.
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
[title in English: Creating games employing the best scientific evidence]
Manning, J., & Jeon, L. (2020). Teacher stress and second-hand trauma: Supporting teachers during re-entry. Johns Hopkins School of Education, Institute for Education Policy, Baltimore, MD. Learn more here.
Jeon, L., Bostic, B., Ardeleanu, K., Zhao, X., Li, H., Abel, Y., Harnett, C., Kwon, K., Marcell, A. V., & Swanson, R. C. (2020). Happy Teacher project: Strengthening health, wellness, and psychosocial environments in Head Start. Johns Hopkins School of Education, Baltimore, MD.
Jeon, L., Alexander, C., Hur, E., Ardeleanu, K., Schock, N., & Swanson, C. (2019). Wage and compensation model for Alaska’s early care and education. IDEALS Institute, Johns Hopkins University School of Education, Baltimore, MD. Learn more here.