Ilrang Lee
Assistant Instructional Professor
About
Ilrang Lee, Ph.D., is an Assistant Instructional Professor of Early Childhood Studies in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida.
As an early childhood education scholar and teacher educator, she focuses on preparing effective, reflective educators through evidence-based approaches to curriculum, assessment, socio-emotional learning, and developmentally appropriate instruction that support young children’s holistic development.
Dr. Lee earned her Ph.D. in Special Education with a concentration in Early Childhood Education from the University of Florida. She also holds an M.Ed. in Education from the University of Wisconsin-Stout and a B.S. in Early Childhood Education from PaiChai University in South Korea.
Her university teaching experience includes undergraduate and graduate courses in early childhood curriculum, assessment and evaluation, socio-emotional learning and behavior support, child development and learning, health and well-being, and early childhood education.
As an early childhood education scholar and teacher educator, she focuses on preparing effective, reflective educators through evidence-based approaches to curriculum, assessment, socio-emotional learning, and developmentally appropriate instruction that support young children’s holistic development.
Dr. Lee earned her Ph.D. in Special Education with a concentration in Early Childhood Education from the University of Florida. She also holds an M.Ed. in Education from the University of Wisconsin-Stout and a B.S. in Early Childhood Education from PaiChai University in South Korea.
Her university teaching experience includes undergraduate and graduate courses in early childhood curriculum, assessment and evaluation, socio-emotional learning and behavior support, child development and learning, health and well-being, and early childhood education.
Affiliations
- School of Special Education School Psychology and Early Childhood Studies
Research Interests
Assessment and Evaluation, Creativity, Curriculum Development, Early Childhood, Evidence-based Practices, Field Experience, Preservice Teacher Education, Professional Development in Early Childhood, Social, Emotional, and Behavioral Foundations of Early Learning, Teacher Education
Education
- Ph.D., Special Education (Concentration in Early Childhood Education), University of Florida, Gainesville, FL (2013)
- M.Ed., Education, University of Wisconsin-Stout, WI (2006)
- B.S., Early Childhood Education, PaiChai University, Daejeon, South Korea (2003)
Professional Appointments
- Visiting Clinical Assistant Professor, School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, 2024–Present
- 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 & Field Advisor), School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, 2013–2016
- Graduate Assistant (Instructor & Field Advisor), Curriculum and Instruction; School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, 2008–2013
Activities and Honors
- Sara Lavinia de Keni Award, College of Education, University of Florida, 2010 and 2011
- Outstanding Student Award, University of Florida, 2009
- George C. and Gladys S. Decker Memorial Graduate Scholarship, University of Wisconsin-Stout, 2005
- University Wisconsin-Stout International Student Scholarship, 2004–2006
- Department of Early Childhood Education Faculty Scholarship, PaiChai University, 1999–2002
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, South Korea
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, South Korea
Project Period
- 2012–2013
Award Amount
- $10,000
Enhancing Empathy and Emotion Knowledge Through Oral Language Teaching and Literature-Sharing Techniques: An Intervention for Preschool Children At-Risk
Role
- Graduate Researcher/Investigator
Funding Agency
- College Research Incentive Fund, College of Education, University of Florida
Project Period
- 2010–2012
Award Amount
- $8,900
Evaluation of the Second Step Violence Prevention Curriculum for Preschool Children
Role
- Investigator
Funding Agency
- B.O. Smith Research Professorship in Education, College of Education, University of Florida
Project Period
- 2005–2008
Award Amount
- $45,000
Selected Publications
Articles
- Lee, I., 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., 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., & 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, E. H., & Lee, I. R. (2016). Exploring preservice teachers’ field teaching experiences focusing on science activities in early childhood program. Korean Journal of Child Education and Care, 16(2), 83–103.
- 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.
- 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.
- Lee, D. K., & Lee, I. R. (2014). An analysis on work and budget management of Korean Early Childhood Education related associations. Journal of Korea Open Association for Early Childhood Education, 19(5), 545–566.
- Lee, E. H., Lee, K. R., Lee, K. R., Nam, K., Nam-Gung, S. H., & Lee, I. R. (2014). The practice of early childhood science education to develop children’s creativity. Paju: YSW Publisher.
- Kim, K. K., Lee, I. R., & Ra, J. M. (2013). Examining the development of US children’s reading achievement for Kindergarten to the First grade using Latent Growth Modeling. International Journal of Early Childhood Education, 19(1), 67–86.
- Lim, S., Lee, I. R., & Lee, D. (2013). Story of early childhood teachers living with CCTV (Closed Circuit Television). Journal of Children’s Literature and Education, 14(3), 433–453.
- 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
- Lee, I. R., Lee, E. H., & Choi, H. S. (2019). Creating culturally responsive classroom and family engagement: Working with children and families from culturally and linguistically diverse backgrounds. National Association for the Education of Young Children, Nashville, Tennessee.
- Kemple, M. K., Lee, I. R., & Ellis, S. (2019). Evaluation of the Second Step violence prevention curriculum for preschool children. American Educational Research Association, Toronto, Canada.
- Lee, I. R. (2019). Culturally responsive classroom: Working with culturally and linguistically diverse children and families. Ohio Association for the Education of Young Children Annual Conference, Sandusky, Ohio.
- Lee, I. R., & Kemple, M. K. (2014). Pre-service teachers’ personality traits and creative behaviors as predictors of their support of children’s creativity. American Educational Research Association, Philadelphia, Pennsylvania.
- Lee, I. R., Kim, K. K., & Ra, J. M. (2013). Association between young children’s temperament and language development: The mediating role of peer interaction. Annual International Conference of the Panel Study on Korean Children, Seoul, South Korea.
- Lee, I. R., Cuthbertson, S., Moore, S., & Park, H. (2008). Parent-implemented early literacy interventions for children 5 years old or younger from low-income families. National Reading Conference, Orlando, Florida.