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Faculty Ilrang Lee

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Ilrang Lee 

Assistant Instructional Professor
BAE Early Childhood Education Program Coordinator

Ilrang Lee

Email

ilranglee@coe.ufl.edu

Address

Norman Hall
Gainesville, FL 32611

About

Ilrang Lee, Ph.D., is an Assistant Instructional Professor of Early Childhood Studies and Program Coordinator of the BAE in Early Childhood Education. She earned her Ph.D. in Special Education with a concentration in Early Childhood Education from the University of Florida. In her coordinating role she works to ensure the quality of candidates’ preparation and the competence they carry into the classroom, developing coursework and simulated practice opportunities that let candidates rehearse and refine their teaching before they take responsibility for a classroom of their own.

Her scholarship spans early childhood curriculum and teacher preparation, including ongoing research with teacher candidates in her own program, and extends to young children’s social and emotional development and well-being. She has published journal articles and book chapters and presents regularly at national and international conferences, and her externally funded research has been supported by school districts and research centers in the United States and abroad, including a multi-year district evaluation of character and social development programs.

Affiliations

  • School of Special Education School Psychology and Early Childhood Studies

Research Interests

Clinical Training and Internship, Creativity, Curriculum Development, Distance Observation of Teacher Interns / Preservice Teachers, Early Childhood Studies, Field Experience, Health Issues, Online and Distance Education, Preservice Teacher Education, Social/Behavioral Interventions

Education

  • Ph.D., Special Education (Concentration in Early Childhood Education), University of Florida, 2013
  • M.Ed., Education, University of Wisconsin-Stout, 2006
  • B.S., Early Childhood Education, PaiChai University, 2003

Professional Appointments

  • Assistant Instructional Professor, School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, 2026-Present
  • BAE Early Childhood Education Program Coordinator, University of Florida, 2026-Present
  • Visiting Clinical Assistant Professor, School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, 2024-2026
  • Adjunct Faculty (Instructor), School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, 2022-2023
  • Assistant Professor, School of Teaching and Learning, Inclusive Early Childhood Education, College of Education and Human Development, Bowling Green State University, 2016-2021
  • Adjunct Faculty (Instructor and Field Advisor), School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, 2013-2016

Selected Grants

Exploring the Effects of Character Programs on Socio-Psychological Outcomes: A Case Study of the Wylie Independent School District

Role
  • Consultant
Funding Agency
  • Texas Wylie Independent School District
Project Period
  • 2022-2025
Award Amount
  • $150,000

Effectiveness of Integrated Physical Activities on Creativity and Social-Emotional Competences in Preschool Program

Role
  • Principal Investigator
Funding Agency
  • GTS Educational Research Center
Project Period
  • 2018-2020
Award Amount
  • $30,000

Early Childhood Science Education: An Integrated Approach

Role
  • Co-Principal Investigator
Funding Agency
  • Daejeon Health Science College
Project Period
  • 2012-2013
Award Amount
  • $10,000

Selected Publications

Articles

  • Lee, I. R., Chang, Y., Yoo, T., & Plunkett, E. (2025). Cracking the code of cyberbullying effects: The spectator sports solution for emotion management and well-being among economically disadvantaged adolescents. Behavioral Sciences, 15(4), 555.
  • Lee, I. R., Chang, Y., Lei, Y., & Yoo, T. (2024). Adolescent health and dark personalities: The role of socioeconomic status, sports, and cyber experiences. International Journal of Environmental Research and Public Health, 21(8), 987.
  • Kemple, K. M., Lee, I. R., & Ellis, S. (2019). The impact of a primary prevention program on preschool children’s social-emotional competence. Early Childhood Education Journal, 47(6), 641-652.
  • Kemple, K. M., Lee, I. R., & Harris, M. G. (2016). Young children’s curiosity about physical differences associated with race: Shared reading to encourage conversation. Early Childhood Education Journal, 44(2), 97-105.
  • Lee, I. R., & Kemple, K. M. (2014). Pre-service teachers’ personality traits and engagement in creative activities as predictors of their support for children’s creativity. Creativity Research Journal, 26(1), 82-94.
  • Kim, C. B., Kim, K. K., & Lee, I. R. (2013). Early childhood teacher candidates’ pre-internship program in the United States: A focus on early field experience and practicums. Early Childhood Education Research and Review, 17(1), 163-193.

Presentations

  • Kemple, K. M., Lee, I. R., & Ellis, S. (2019, April). Evaluation of the Second Step violence prevention curriculum for preschool children. American Educational Research Association, Toronto, Canada.
  • Kim, K., Lee, I. R., & Ro, Y. (2017, November). Exploring diverse paternal practice: Building synergistic sustainability in early childhood education among schools, communities, and homes. National Association for the Education of Young Children, Atlanta, GA.
  • Lee, D. K., Lee, I. R., & Im, J. Y. (2015, November). Development and application of a cooperative learning model to promote the basic learning abilities for young children. National Association for the Education of Young Children, Orlando, FL.
  • Kim, K. K., Lee, I. R., & Ro, Y. S. (2015, April). Validating measure of peer interactions related to children’s temperament and language development. Global Summit on Childhood, Association for Childhood Education International, Washington, DC.
  • Lee, I. R., Kim, K. K., & Ra, J. M. (2014, November). The mediating effect of young children’s peer interactions among children’s temperament and language development. National Association for the Education of Young Children, Dallas, TX.
  • Lee, I. R., & Kemple, K. M. (2014, April). Pre-service teachers’ personality traits and creative behaviors as predictors of their support of children’s creativity. American Educational Research Association, Philadelphia, PA.
  • Lee, I. R., Cuthbertson, S., Moore, S., & Park, H. (2008, December). Parent-implemented early literacy interventions for children five years old or younger from low-income families. National Reading Conference, Orlando, FL.

Books / Book Chapters

  • Kemple, K. M., Harris, M. G., & Lee, I. R. (2015). Becoming color-conscious: Preparation to address young children’s curiosity about race. In J. Sutterby (Ed.), Advances in early education and day care: Discussion on sensitive issues (pp. 1-27). Emerald Group Publishing.
  • Ko, Y. J., Lee, I. R., Chang, Y. K., & Yang, J. B. (2017). Value-based taekwondo education and business. In D. H. Kwak, Y. K. Ko, I. Kang, & M. Rosentraub (Eds.), Sport in Korea: History, development, management (pp. 238-253). Routledge.