Biographical information goes here

• Appointed 1998
• Associate professor, 2004-present
• Assistant professor. 1998-2003
• Doctorate from University of Massachusetts, Amhesrt in Curriculum Studies and Teacher Education
• Teaches all early childhood education method courses based on the Reggio Emilia inspired/ constructivist teaching practice
• Originally from South Korea

• Hong, S. & Broderick, J. (2005). Instant video revisiting for reflection: Extending the learning of children and teachers. In R. Parker-Rees and J. William (Eds.). Early Years in Education: Major themes in education. Devorn, England Routledge.
• Broderick, J. & Hong, S. (2005). Inquiry in early childhood teacher education: Reflections on practice. The Constructivist, 16(1), 1-30.
• Donegan, M., Hong, S., Trepanier-Street, M., & Finkelstein, C. (2005). Exploring how project work enhances student teacher's understanding of children with special needs. Journal of early childhoodTeacher Education, 26,37-46.
• Hong,S. & Trepanier-Street, M. (2004). Technology: A tool for knowledge construction in a Reggio inspired teacher education program. Early Childhood Education Journal. 32(1) 87-94.
• Hong, S. & Broderick, J. (2003). Instant video revisiting for reflection: Extending the learning of children and teachers. Early Childhood Research and Practice [Online], V 5(1).
• Hong, S., & McNair, S. (2003). Documentation of children's project work: A tool for fostering reflection and reconstruction in preservice and inservice teachers. The Journal of Early Education and Family Review, 11(1) 35-42.
• Luera, G., & Hong. S. (2003). A collaborative long-term garden project: Integrating early childhood education, evironmental education, and landscape architecture. Canadien Children, 28(1), 9-15.
• Hong, S. & Douglas, N. (2002). Fostering emergent literacy in the early childhood classroom: A project approach inspired by Reggio Emilia. Michigan Reading Journal, 34(3), 10-22.
• Trepanier-Street, M., Hong, S., & Donegan, M. (2001). Constructing the image of teacher in a Reggio-inspired teacher education program, Journal of Early Childhood Teacher Education, 22, 47-52.
• Trepanier-Street, M. Hong, S., & Bauer, J. (2001).Using technology in Reggio inspired long-term projects. Early Childhood Education Journal, 28(3)., 181-188.
• Hong, S., & Forman, G. (2000). What constitues a good documentation panel and how to achieve it? Canadien Children, 25(2), 26-31.

• Currently she teaches:
• EDD 406: Strategies in Early Childhood Education (3 credits)
• EDD 410: Strategies in Early Childhood Practicum (1 credit)
• EDD 412: Seminar in Early Childhhod Education (2 credits)
• EDD 411: Early Childhood Directed Teaching (4 credits)
• EDD 418: Children and Families Practicum (4 credits)
• EDD 536: Graduate Seminar in Early Childhood Education (3 credits)
• EDD 594: Graduate Early Childhood Internship (3 credits)
• EDD 431/ 531: Constructivist Education (2 credits)
• EDD 442/542: Family-School-Community Collaboration in a Multicultural Society (2 credits)

• Current research focuses on the following:

1. Teacher's media literacy development: this reseach focuses on how teacher candidates transfer their adult experiences with inquiry-based curriculum, inquiry, and representations to their experiences in planning and implementing inquiry based curriculum with children

2. Documentation pedagogy for classroom instruction and reflective teaching

3. Using technology to enhance teaching strategies in teacher candidates

4. Reinventing tools to develop the Reggio Emilia (constuctivist) approach in teaching practice