Ha Yeon Kim

Ha Yeon Kim
New York University | NYU · Global TIES for Children, Institute of Human Development and Social Change

PhD

About

28
Publications
9,842
Reads
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639
Citations
Additional affiliations
July 2014 - June 2016
Harvard University
Position
  • Postdoctoral Fellow in Education
Education
September 2007 - June 2014
New York University
Field of study
  • Developmental Psychology
September 2004 - August 2007
Seoul National University
Field of study
  • Child Development
March 2000 - August 2004
Seoul National University
Field of study
  • Child Development and Family Studies; Psychology (double major)

Publications

Publications (28)
Article
Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different track and thereby constraining future learning opportunities. The current study examines whether Word Generation (WG), a Tier-I discussion-based program design...
Article
Full-text available
Refugee children face significant adversities that can threaten critical developmental processes and hamper learning outcomes. This study examines how post-migration risk factors at the community, household, and individual level experienced by primary school-aged Syrian refugee children in Lebanon (N = 448, Age M = 9.08, SD = 1.90) are associated w...
Article
This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopath...
Article
Full-text available
Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Leba...
Technical Report
Full-text available
Demonstrating that social-emotional learning (SEL) programs lead to improvements in children’s social-emotional skills requires the use of measures that provide accurate data capturing meaningful changes in children’s development over time. In contexts affected by crisis and conflict, few measures have the evidence required to support their use in...
Article
With a sample of 7,752 fourth- to seventh-grade students in 25 schools which were randomized at the school level to condition, this article reports experimental impacts of an enhanced version of Word Generation on student outcomes at the end of Year 1 and of Year 2. Word Generation employs analysis, synthesis, critique, and problem-solving activiti...
Article
The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measu...
Article
This study evaluates the effect of attending a U.S. public middle or junior high school as compared with a K-8 school on eighth graders’ academic and psychosocial outcomes. In a national sample, we conducted propensity score weighted regression analysis. Initial findings indicated that for eighth-grade students, attending a middle or junior high sc...
Article
Full-text available
Guided by implementation science scholarship and school mental health research, the current study uses qualitative and quantitative data to illuminate the barriers, opportunities, and processes underlying the implementation of a teacher consultation and coaching model (BRIDGE) in urban elementary schools. Data come from five public elementary schoo...
Article
Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classr...
Article
Deep reading comprehension refers to the process required to succeed at tasks defined by the Common Core State Literacy Standards, as well as to achieve proficiency on the more challenging reading tasks in the Program for International Student Assessment (PISA) framework. The purpose of this study was to test the hypothesis that three skill domains...
Article
The current study uses an accelerated longitudinal design to examine the role of three dimensions of academic engagement (behavioral, relational, and cognitive) in explaining the influence of English language proficiency on newcomer immigrant youths' academic performance across adolescence. The sample included 354 youth from Central America, China,...
Thesis
Full-text available
Latino immigrant origin children’s academic experience in classrooms have been underrepresented in the current literature. Guided by the systems framework for understanding social settings (Tseng & Seidman, 2007), this study utilizes a unique research method, combining participatory photography and photo-elicitation interviews to understand and des...
Thesis
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3643031
Conference Paper
Introduction: School transitions are critical periods for intervention to promote youth achievement and reduce maladjustment. Although school transitions in 6th or 7th grade occur at the same time as significant, often disruptive, developmental shifts, this period receives less attention in prevention and policy than earlier or later transitions. T...
Article
Full-text available
During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. D...
Article
Full-text available
Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and sp...
Article
Full-text available
To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training +...
Article
Full-text available
Many immigrant youth and their families undergo painful separations and complicated reunification experiences. Using data from the Longitudinal Immigrant Student Adaptation (LISA) study, a 5-year longitudinal, mixed-methods study of newcomer youth to the U.S., we examine the impact of lengthy family separations on youth`s mental health and their pe...
Article
Full-text available
Though many transnational families undergo profound transformations that are often complicated by extended periods of separation between loved ones, it is challenging to establish a sense of prevalence of family separations as well as their effects on youth. Utilizing the Longitudinal Immigrant Student Adaptation data with 282 newcomer adolescents...

Network

Cited By

Projects

Projects (5)
Archived project
A five-year longitudinal study that used interdisciplinary and comparative approaches, triangulating data in order to document patterns of adaptation among recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico.
Archived project
To evaluate the effect of middle grade school transitions on 8th grade academic achievement (reading, math, science) and psychosocial adjustment (self-concept, internalizing, externalizing).
Archived project
To evaluate the effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning in New York City schools