Yoon Joo Lee | Brooklyn College of CUNY (original) (raw)
Papers by Yoon Joo Lee
Inclusion in the Early Childhood Classroom: What Makes a Difference?
Teachers College Press, Feb 1, 2013
Zooming In and Out: Exploring Teacher Competencies in Inclusive Early Childhood Classrooms
Journal of Research in Childhood Education
ABSTRACT This study explored issues of social inclusion for young children with disabilities thro... more ABSTRACT This study explored issues of social inclusion for young children with disabilities through a systematic reanalysis of six preschool case studies focusing on strategies that teachers used in daily practice. Our analysis process entailed a reexamination of classroom observations and teacher inquiry data, focusing back and forth between the “micro” issues of everyday practice and the “macro” issues of inclusion as social justice. Through this process, the authors articulated a set of six overarching teacher competencies and their connection to “big ideas” about inclusion. The findings speak to a growing need within educational settings to move beyond narrow conceptions of ability and disability to take a transformative stance that supports diversity and community for all learners.
Understanding early childhood leadership: Emerging competencies in the context of relationships
Journal of Early Childhood Research, 2004
ABSTRACT In this qualitative study, multidimensional characteristics of the emerging leadership b... more ABSTRACT In this qualitative study, multidimensional characteristics of the emerging leadership behavior of six young children were examined within their early childhood classrooms (infant, toddler, and preschool). Grounded in a constructivist framework, the data were gathered through teacher interviews and classroom observations in a University-affiliated center over a six-week period. Findings yielded two major themes which best described the characteristics of these young leaders: dynamic and charismatic personalities; and a sense of ownership of and a high awareness in the classroom. By examining the ways leadership manifested itself in the classroom, findings also suggested that leadership could be seen as a relational rather than an individual construct. Young leaders seem to exert their social power to develop relationships with peers and teachers and at the same time to include and exclude certain peers or teachers during the interaction. Findings are discussed with reference to implications for practice and suggestions for further study.
At the Crossroads: Overcoming Concerns To Envision Possibilities for Toddlers in Inclusive Child Care
Journal of Research in Childhood Education, 2004
Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Ass... more Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Association for Childhood Education International 025 6· 8543/04 At the Crossroads: Overcoming Concerns To Envision Possibilities for Toddlers in Inclusive Child Care ...
Journal of Child and Family Studies, 2015
The present study examined the dynamic and complex nature of raising children with disabilities f... more The present study examined the dynamic and complex nature of raising children with disabilities focusing on the processes that mothers went through as they came to embrace their children within their family life context over time. Narratives of parenting experiences were obtained via in-depth interviews of eleven mothers whose children were at different ages, ranging from 6 to 35. Their narratives showed that the process of embracing the child's disability is gradual. Many mothers in this study were fully aware of their children's limitations but at the same time, looking for better ways to support them. As mothers mature in their roles as caregivers and are able to transform their perspectives through a deliberate reflective process, their children can also become partners with their mothers and self-advocates who seek to take charge of their own lives in the midst of life challenges. The findings in this study pointed to the importance of a process-oriented approach with a strength-based focus while considering contextually rich family dynamics and how they change over time.
Manipulative managers and devilish dictators: Teachers’ perspectives on the dilemmas and challenges of classroom leadership
Journal of Early Childhood Teacher Education, 2005
... of classroom leadership Lara S. Mullarkeya, Susan L. Recchiaa,*, Seung Yeon Leea, Min Sun Shi... more ... of classroom leadership Lara S. Mullarkeya, Susan L. Recchiaa,*, Seung Yeon Leea, Min Sun Shina, Yoon Joo Leeb ... Teacher 1:1 hope they develop a really good sense of who they are. Teacher 4: Feeling like they can do something on their own. ...
The present study examined the dynamic and complex nature of raising children with disabilities f... more The present study examined the dynamic and complex nature of raising children with disabilities focusing on the processes that mothers went through as they came to embrace their children within their family life context over time. Narratives of parenting experiences were obtained via in-depth interviews of eleven mothers whose children were at different ages, ranging from 6 to 35. Their narratives showed that the process of embracing the child's disability is gradual. Many mothers in this study were fully aware of their children's limitations but at the same time, looking for better ways to support them. As mothers mature in their roles as caregivers and are able to transform their perspectives through a deliberate reflective process, their children can also become partners with their mothers and self-advocates who seek to take charge of their own lives in the midst of life challenges. The findings in this study pointed to the importance of a process-oriented approach with a strength-based focus while considering contextually rich family dynamics and how they change over time.
Journal of Research in Childhood Education, 2004
Journal of Early Childhood Teacher Education, 2005
This qualitative study looked at how early childhood teachers talk about and interact with the mo... more This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms-the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University-affiliated center, this paper reconsidered leadership qualities in young children from the teachers' point of view, probing the often overlooked challenges and dilemmas that young leaders present in student-student and student-adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study.
Journal of Early Childhood Research, 2004
Inclusion in the Early Childhood Classroom: What Makes a Difference?
Teachers College Press, Feb 1, 2013
Zooming In and Out: Exploring Teacher Competencies in Inclusive Early Childhood Classrooms
Journal of Research in Childhood Education
ABSTRACT This study explored issues of social inclusion for young children with disabilities thro... more ABSTRACT This study explored issues of social inclusion for young children with disabilities through a systematic reanalysis of six preschool case studies focusing on strategies that teachers used in daily practice. Our analysis process entailed a reexamination of classroom observations and teacher inquiry data, focusing back and forth between the “micro” issues of everyday practice and the “macro” issues of inclusion as social justice. Through this process, the authors articulated a set of six overarching teacher competencies and their connection to “big ideas” about inclusion. The findings speak to a growing need within educational settings to move beyond narrow conceptions of ability and disability to take a transformative stance that supports diversity and community for all learners.
Understanding early childhood leadership: Emerging competencies in the context of relationships
Journal of Early Childhood Research, 2004
ABSTRACT In this qualitative study, multidimensional characteristics of the emerging leadership b... more ABSTRACT In this qualitative study, multidimensional characteristics of the emerging leadership behavior of six young children were examined within their early childhood classrooms (infant, toddler, and preschool). Grounded in a constructivist framework, the data were gathered through teacher interviews and classroom observations in a University-affiliated center over a six-week period. Findings yielded two major themes which best described the characteristics of these young leaders: dynamic and charismatic personalities; and a sense of ownership of and a high awareness in the classroom. By examining the ways leadership manifested itself in the classroom, findings also suggested that leadership could be seen as a relational rather than an individual construct. Young leaders seem to exert their social power to develop relationships with peers and teachers and at the same time to include and exclude certain peers or teachers during the interaction. Findings are discussed with reference to implications for practice and suggestions for further study.
At the Crossroads: Overcoming Concerns To Envision Possibilities for Toddlers in Inclusive Child Care
Journal of Research in Childhood Education, 2004
Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Ass... more Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Association for Childhood Education International 025 6· 8543/04 At the Crossroads: Overcoming Concerns To Envision Possibilities for Toddlers in Inclusive Child Care ...
Journal of Child and Family Studies, 2015
The present study examined the dynamic and complex nature of raising children with disabilities f... more The present study examined the dynamic and complex nature of raising children with disabilities focusing on the processes that mothers went through as they came to embrace their children within their family life context over time. Narratives of parenting experiences were obtained via in-depth interviews of eleven mothers whose children were at different ages, ranging from 6 to 35. Their narratives showed that the process of embracing the child's disability is gradual. Many mothers in this study were fully aware of their children's limitations but at the same time, looking for better ways to support them. As mothers mature in their roles as caregivers and are able to transform their perspectives through a deliberate reflective process, their children can also become partners with their mothers and self-advocates who seek to take charge of their own lives in the midst of life challenges. The findings in this study pointed to the importance of a process-oriented approach with a strength-based focus while considering contextually rich family dynamics and how they change over time.
Manipulative managers and devilish dictators: Teachers’ perspectives on the dilemmas and challenges of classroom leadership
Journal of Early Childhood Teacher Education, 2005
... of classroom leadership Lara S. Mullarkeya, Susan L. Recchiaa,*, Seung Yeon Leea, Min Sun Shi... more ... of classroom leadership Lara S. Mullarkeya, Susan L. Recchiaa,*, Seung Yeon Leea, Min Sun Shina, Yoon Joo Leeb ... Teacher 1:1 hope they develop a really good sense of who they are. Teacher 4: Feeling like they can do something on their own. ...
The present study examined the dynamic and complex nature of raising children with disabilities f... more The present study examined the dynamic and complex nature of raising children with disabilities focusing on the processes that mothers went through as they came to embrace their children within their family life context over time. Narratives of parenting experiences were obtained via in-depth interviews of eleven mothers whose children were at different ages, ranging from 6 to 35. Their narratives showed that the process of embracing the child's disability is gradual. Many mothers in this study were fully aware of their children's limitations but at the same time, looking for better ways to support them. As mothers mature in their roles as caregivers and are able to transform their perspectives through a deliberate reflective process, their children can also become partners with their mothers and self-advocates who seek to take charge of their own lives in the midst of life challenges. The findings in this study pointed to the importance of a process-oriented approach with a strength-based focus while considering contextually rich family dynamics and how they change over time.
Journal of Research in Childhood Education, 2004
Journal of Early Childhood Teacher Education, 2005
This qualitative study looked at how early childhood teachers talk about and interact with the mo... more This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms-the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University-affiliated center, this paper reconsidered leadership qualities in young children from the teachers' point of view, probing the often overlooked challenges and dilemmas that young leaders present in student-student and student-adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study.
Journal of Early Childhood Research, 2004