COUNSELING, SCHOOL AND EDUCATIONAL PSYCHOLOGY
LEARNING AND INSTRUCTION
Curriculum and Instruction; Big Data; Access and Equity; Achievement; Assessment; Digital Innovations; Digital Media and Learning; Diversity; Design and Analysis of Longitudinal Research; Design Experiments; Mathematics Education; Educational Policy; Immigrant Issues; Evaluation; Gamification; Large-Scale Assessment and Research; Race, Inequality, and Education; Psychometrics; Online and Distance Learning; Professional / Staff Development; Quantitative Research Methods; Research Design; Research Methods; Statistical Methods and Applications in Statistical Issues; School and District Reform
Having two PhD degrees in Instructional Design and Technology (IDT) and Educational Statistics, Kim has attempted to integrate IDT and Educational Statistics through her research on equity, diversity, and inclusion, resulting in 29 published papers (12 first-author and 3 solo-author papers) in peer-reviewed journals (more than 1,400 Google Scholar citations; h-index: 14 for overall, 13 for last five years). Her publications include the following: Kim, S., Rosenblith, S., Chang, Y., & Pollack*, S. (2020). Will ICMT Access and Use Support URM Students’ Online Learning in the (Post) COVID-19 Era? Sustainability, 12(20), 8433. (SSCI Index Impact Factor: 3.251; 5-year: 3.473; * represents a student co-author); Kim, S. & Faith, M. S. (2020). Cyberbullying and ICT uses for immigrant youths: Serial multiple-mediator SEM analysis. Children and Youth Services Review, 110, 104621. doi: 10.1016/j.childyouth.2019.104621 (SSCI Index Impact Factor: 2.393; 5-year: 1.870); Kim, S. (2018). ICT for children of immigrants: Indirect and total effects via self-efficacy on math performance. Journal of Educational Computing Research, 55(8), 1168-1200. https://doi.org/10.1177/0735633117699954 (SSCI Index Impact Factor: 3.088; 5-year: 2.909).
Kim has conducted studies funded by an NSF and Committee For Children including 4 newly-awarded grants, resulting in 5 published papers and multiple presentations including the following: Kim, S., Nickerson, A., Livingston, J., Dudley*, M., Manges*, M., Tulledge*, J., & Allen, K. (2019). Teacher outcomes from the Second Step Child Protection Unit: Moderating Roles of Preparedness and Treatment Acceptability. Journal of Child Sexual Abuse (JCSA), 28 (6), 726-744. doi:10.1080/10538712.2019.1620397 (SSCI Index Impact Factor: 2.189; 5-year: 2.287) (This paper is from a Grant activity, the Committee for Children, Seattle, WA)
By utilizing her quantitative research method expertise, Kim has actively collaborated, resulting in multiple papers including the following: Meier, S. & Kim, S. (2021). Meta-Regression Analyses of Relationships Between Burnout and Depression With Sampling and Measurement Methodological Moderators. Journal of Occupational Health Psychology Advance online publication. doi.org/10.1037/ocp0000273 (SSCI Index, APA Journal, Impact Factor: 7.365).