Sehyun Yun
Assistant Professor of Curriculum and Instruction
Dr. Sehyun Yun
Dr. Yun is an Assistant Professor of Curriculum and Instruction at Ball State University. Her research interests are centered on the professional development of pre-service and in-service teachers. She is particularly interested in how teacher education programs prepare teachers to provide effective literacy instruction for all children and develop their assessment literacy so they can use data to inform their instruction
Professional Experience
Assistant Professor, Department of Elementary Education
Education
Ph.D. Education with a Specialization in Early Childhood Education
George Mason University
M.Ed. Education with a Specialization: Teaching English to Speakers of Other Languages University at Buffalo
Research and Publications
Yun, S., La Croix, L., & Kidd, J. K. (2025). Considering early childhood teacher candidates’ developing expertise in assessment for bi/multilingual children. Journal of Early Childhood Teacher Education, 46(3), 508-527.
Yun, S., Choi, S. S., Olğun-Baytaş, M., Lyu, S. R., & La Croix, L. (2025). Enhancing learning for emergent bi/multilingual children through translanguaging pedagogies: A systematic literature review from 2010 to 2023. Contemporary Issues in Early Childhood, 0(0), 1-24.
Yun, S., La Croix, L., & Kidd, J. (2023). Exploring translanguaging strategies embraced by Korean heritage language teachers to promote bilingual children’s writing expressions. Journal of Education, Language, and Ideology, 1(2).
Varier, D., & Yun, S. (2023). A review of research on assessment use: Implication for preparing early childhood educators data-informed decision-making. Journal of Early Childhood Teacher Education, 1-26.
La Croix, L., Ward Parsons, A., Klee, H. L., Vaughn, M., & Yun, S. (2023). A Snapshot of Early Childhood Teachers’ Read-Aloud Selections. Early Childhood Education Journal, 1-13.
Kang, H., Lyu, S. R., & Yun, S. (2022). Going Beyond the (Un) awakened Body: Arts-Based Collaborative Autoethnographic Inquiry of Korean Doctoral Students in the United States. Journal of International Students, 12(S2), 88-105. https://doi.org/10.32674/jis.v12iS2.4345 [Authors evenly contributed to publication and author names are listed in alphabetical order.]
La Croix, L., Yun, S., Taousakis, M., Steen, B. F., & Kidd, J. K. (2022). “I wished I could have higher scores” guided study groups to prepare prospective teacher candidates for high-stakes teacher licensure exams. The Teacher Educators’ Journal. https://files.eric.ed.gov/fulltext/EJ1344650.pdf
La Croix, L., & Yun, S. (2020-2021). Read, write, play: Prekindergarten children explore the Virginia reader’s choice. Reading in Virginia. 43, 33-43. https://heyzine.com/flip-book/10dfac1a75.html#page/1
Book Chapters
La Croix, L., Yun, S., Schull, C. P., Miller, S. E., Austin, K. S., & Kidd, J. K. (2021). Understanding emergent literacy assessment, In C. P. Schull, L., La Croix, S. E., Miller, K. S., Austin, & J. K. Kidd, Early childhood literacy: Engaging and empowering emergent readers and writers, birth – age 5. The Virtual Library of Virginia. https://viva.pressbooks.pub/earlychildhoodliteracy/
Kidd, J. K., La Croix, L., Yun, S., Burns, M. S., & Nasser, I. (2019). Assessing diverse young children. In J. K. Kidd, M. S. Burns, & I. Nasser, Promoting intentional teaching: The LEARN professional development model for early childhood educators. Paul H. Brookes Publishing.