May 2023
The Early Educational Experiences of Spanish-Speaking Dual Language Learners in Tulsa: Findings from the Tulsa SEED Study
Tulsa SEED Study Team
This study aimed at understanding how early childhood programs and schools can best support dual language learning students and their families.
March 2023
Kindergarten through Grade 3 Outcomes Associated with Participation in High-Quality Early Care and Education: A RCT Follow-Up Study
Diane Horm, Shinyoung Jeon, Moira Clavijo, and Melissa Acton
This study investigated child outcomes, kindergarten through Grade 3, of 75 children randomly assigned as infants to either participate or not in an enhanced Early Head Start/Head Start program.
December 2022
A Year After School Reopening, Demands On Teachers Couldn’t Be Higher
Tulsa SEED Study Team
The dramatic impacts of COVID-19 on students and teachers are still evident as of the Spring of 2022.
June 2022
What We Lose When We Focus on Learning Loss
Tulsa SEED Study Team
Most children did not “lose” knowledge they had acquired before COVID. Instead, they continued to gain knowledge but at a dramatically slower pace than they did before the pandemic.
Fall 2021
Various Experiences during COVID-19
Tulsa SEED Study Team
Families' and Teachers' Experiences During COVID-19
The Different Faces of COVID-19 Disruption
Children with Special Needs: Distance Learning During the COVID-19 Pandemic
Distance Learning and Child Wellbeing During the COVID-19 Pandemic
June 2021
Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family-Teacher Relationships and Approaches to Learning
Shinyoung Jeon, Lieny Jeon, Sarah Lang, Kaitlyn Newell
This study examined the impact that teachers' depressive symptoms have on children's math scores.
August 2020
Parents, Teachers, and Distance Learning During the COVID-19 Pandemic
Tulsa SEED Study Team
This brief describes the experiences of parents and teachers of 1st graders in Tulsa, OK since the onset of the COVID-19 pandemic.
August 2019
The Role of Teachers' Depressive Symptoms in Classroom Quality and Child Developmental Outcomes in Early Head Start programs
Kyong-Ah Kwon, Shinyoung Jeon, Lieny Jeon, Sherri Castle
The study examined whether teacher depression is directly or indirectly associated with children's social-emotional and language development in the context of Early Head Start programs.
2019
Tulsa SEED Study Team
The Tulsa SEED Study is a longitudinal study of publicly-funded pre-k programs for low-income children in Tulsa, Oklahoma, following children from age 3 through 4th grade. The study aims to understand the effects of pre-k on self-regulatory, education, and health outcomes and the role of classroom supports and context in explaining those effects.
November 2018
Do Stability of Care and Teacher-Child Interaction Quality Predict Child Outcomes in Early Head Start?
Ji Young Choi, Diane Horm, Shinyoung Jeon, Dahyung Ryu
This study examined whether children's outcomes at age 3 were predicted by their experiences in Early Head Start, focusing on the stability of care and teacher-child interactions.
October 2018
Peer Effects on Low-Income Childrens' Learning and Development
Ji Young Choi, Sherri Castle, Margaret Burchinal, Diane Horm, Shannon Guss
This study examined whether peers' receptive vocabulary skills and teacher-reported social-emotional functioning measured at the beginning of the school year were related to children's gains over the course of the year.
