Yoonkyung Oh, Ph.D.
- Assistant Professor
- Graduate School
- Educational Policy Studies with External Minor in Sociology, University of Wisconsin-Madison, 2012
Areas of Interest
Dr. Oh has expertise in education and prevention science with specific training and interest in two lines of interconnected research around social and emotional development. One line of research focuses on implementing and evaluating evidence-based intervention programs designed to build social-emotional competencies among students and teachers. The other line of research uses various longitudinal data analysis methods to understand dynamic processes of learning and development and the interplay between individual and contextual characteristics in shaping these processes.
Dr. Oh is also an expert in the application of quantitative methods to educational research, with particular focus on rigorous and innovative statistical approaches that might better address causal relationships and provide more rigorous scientific evidence to guide educational programs, practices and policies. She has significant experience in various research designs including randomized-experimental, quasi-experimental, and longitudinal research designs, as well as a wide range of statistical methods including person-centered approaches, multilevel modeling, structural equation modeling, and various longitudinal data analysis methods.
Currently Dr. Oh is Principal Investigator on two federally-funded projects and two subawards. These include: (a) an exploration project funded by the Institute of Education Sciences (IES) that focuses on examining the comorbidity of externalizing and internalizing problems in school-aged children (R324A200184); (b) a randomized-controlled trial project funded by the Administration for Children and Families (90YR0132) that evaluates the efficacy of the Cultivating Awareness and Resilience in Education (CARE) program for promoting Head Start educators’ social-emotional well-being and classroom management and interactions; and (c) two subawards from the Pennsylvania State University involving secondary-data analyses of the Early Childhood Longitudinal Study – Kindergarten Cohort (NSF – 1761012; IES – R324A200166).
Dr. Oh has also been Co-Investigator on several federally-funded projects focused on examining the effects of school- and family-based interventions designed to foster social-emotional and academic competencies especially among high-needs students and schools. These include those funded by IES (R305A200251; R305A210075; R305A180406; R305A180094; R305A140113) and NIH (R01HD100560).
Crawford, A., Varghese, C., Oh, Y., Guttentag, C., Zucker, T., Landry, S., & Cummins, R. A. (2021). An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers. Early Education and Development, 1-25. DOI: 10.1080/10409289.2021.1961427
Schussler, D. L., Oh, Y., Mahfouz, J., Levitan, J., Frank, J. L., Broderick, P. A., Mitra, J.L., Berrena, E., Kohler, K., & Greenberg, M. (2021). Stress and Well-Being: A systematic case study of adolescents’ experiences in a mindfulness-based intervention. Journal of Child and Family Studies. 30, 431-446. DOI: https://doi.org/10.1007/s10826-020-01864-5
Mihić, J., Oh, Y., Greenberg, M., & Kranželić, V. (2020). Effectiveness of mindfulness-based social emotional learning program CARE for Teachers within Croatian context. Mindfulness. 11, 2206-2218. https://doi.org/10.1007/s12671-020-01446-y
Bailey, D.H., Oh, Y., Farkas, G., Morgan, P., & Hillemeier, M. (2020). Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model. Developmental Psychology. 56(5), 912-921. https://doi.org/10.1037/dev0000902
Oh, Y., Greenberg, M, Willougby, M., & The Family Life Project Investigator (2020). Examining longitudinal associations between externalizing and internalizing behavior problems at within- and between-child levels. Journal of Abnormal Child Psychology. 48, 467–480. https://doi.org/10.1007/s10802-019-00614-6
Jennings, P.A., Doyle, S., Oh, Y., Rasheed, D., Frank, J.L., Brown, J.L. (2019). Long-term impacts of the CARE program on teachers’ social and emotional competence and well-being. Journal of School Psychology. 76. 186-202 https://doi.org/10.1016/j.jsp.2019.07.009
Smith, E.P., Osgood, W., Oh, Y., & Caldwell, L. (2018). Promoting afterschool quality and positive youth development: Cluster randomized trial of the Pax Good Behavior Game. Prevention Science. 19(2), 159-173. https://doi.org/10.1007/s11121-017-0820-2
Oh, Y., Osgood, W., & Smith, E.P. (2015). Measuring afterschool program quality using setting-level observational approaches. Journal of Early Adolescence. 35(5-6). 681-713. https://doi.org/10.1177/0272431614561261