Meesuk Ahn

ahnm's picture

Job title: 

Lecturer
Psychometrics & Educational/School Psychology

Phone: 

(516)876-2559

E-mail: 

ahnm@oldwestbury.edu

Building: 

New Academic Building

Room: 

2051

Office hours: 

Fall 2019

  • Mondays & Wednesdays: 11:10-1:00 pm & 2:30-3:40 pm
  • And by Appointment

Courses taught: 

  • PY 3010 Research Design & Analysis I
  • PY 3120 Research Methods II: Basic Statistics for Psychologists
  • PY 3311 Theories of Personality
  • PY 3420 Learning & Motivation
  • PY 4100 Research Methods III: Advanced Research Skills
  • PY 4200 Research Design &Analysis II
  • PY 4410 Educational Psychology
  • PY 4450 Infants & Toddlers
  • PY 9000 Psychology TA/Peer Tutor

Education: 

  • 2000 Ph.D. in Epistemology (Curriculum and Pedagogy), Institute of Education, University of London, England, U.K.
  • 1996 Ph.D. in Psychometrics (Evaluation and Assessment), Ewha Womans University, Seoul, South Korea
  • 2007 MSW in Children and Family (Research Concentration), Fordham University, New York, NY
  • 1990 MA in Curriculum and Instruction, George Washington University, Washington, D.C.

Research interests: 

Dr. Meesuk Ahn has worked as Evaluation Director/Senior Researcher at the National Center for Restructuring Schools and Teaching (NCREST), Teachers College Columbia University; at the National Center for Social Work Trauma Education and Workforce Development (NCSWTEWD); at the National Center for Schools and Communities (NCSC); at the Children and Families Institute for Research, Support & Training (Children FIRST); at the New Teacher Academy (NTA), Teachers College Columbia University; at Institute of Education (IOE), University of London; and at the Ministry of Education (MOE), South Korea. Dr. Ahn has nearly three decades of experience in social science research, curriculum development/evaluation/assessment, and professional development of teachers and mental health professionals. Dr. Ahn has also served as a peer reviewer for Investing in Innovation Fund (i3) applications submitted to the US Department of Education (USDOE); the Extended School Day/School Violence Prevention grant program (ESD/SVP) submitted to the New York State Education Department (NYSED); No Child Left Behind Act of 2001, Title IV Part B: 21st Century Community Learning Center Grant applications submitted to NYSED; and Council on Accreditation (COA)’s After School Accreditation Standard. 

Dr. Ahn’s research focuses on learning, cognition, motivation, personality disorders, trauma education, psychometrics, media literacy, instructional game design and technology, capital theory, research methods (data mining and machine learning)/data visualization, program evaluation/assessment, institutional research and professionalism. She has extensive experience with quantitative data processing applications such as SPSS HLM, AMOS and LISREL; and with a qualitative data processing application Atlas ti. She is also certified in using UCINET for the analysis of social network data. In addition, she is a USDOE certificated user for the NAEP High School Transcript Study (HSTS) database using AM statistical software and IDB analyzer. Her extensive experience and skills in large-scale research projects have been honed through the funds from major foundations and innovative national demonstration initiatives. She is currently working on research projects "National Science Foundation (NSF) Robert Noyce STEM Teacher Scholarship Program Evaluation," “Effects of Playing Video Games on Cognitive Skills,” “Social Network Analysis of the K-3 Reading Improvement Sector in New York City,” and “Federal Reserve’s Financial Literacy Program Evaluation.”

Select publications & presentations: 

Publications

[29] Ahn, M, Hatch, T, Ferguson, D. and Rumberger, A. (under review for American Journal of Education). Two-mode social network analysis of the influences of the K-3 reading improvement sector’s social network on its practices.

[28] Ahn, M., Marri, A., Hatch, T., Fletcher, J., & Heng, T. (under review for Theory and Research in Social Education). Teaching the federal budget, federal debt, and budget deficit: A case study.

[27] Hatch, T, Ahn, M, Ferguson, D. and Rumberger, A. (in press). The role of external support in improving K-3 reading outcomes in New York City. Urban Education.

[26] Hatch, T, Ahn, M, Ferguson, D. and Rumberger, A. (2019). Mapping the reading improvement sector in New York City: The role of external support providers in improving K-3 reading outcomes. Philadelphia, PA, CPRE.

[25] Hatch, T., Ahn, M., Ferguson, D, and Rumberger, A. (2019). The role of External support providers in improving K-3 reading outcomes in New York. CPRE Policy Briefs.

[24] Hatch, T., Ahn, M., Ferguson, D., & Rumberger, A. (2018). The Nature and Extent of Support for Improving K-3 Reading Outcomes in New York City: Research Brief. New York City: National Center for Restructuring Education Schools & Teaching.

[23] Marri, A., Ahn, M., Fletcher, J., Heng, T. & Hatch, T. (2012). Self-efficacy of U.S. high school teachers teaching the federal budget, national debt, and budget deficit: A mixed methods case study. Citizenship, Social and Economics Education, 11 (2), 105-120.

[22] Marri, A., Ahn, M., Crocco, M., Grolnick, M., Gaudelli, W., & Walker, E. (2011). Teaching the federal budget, national debt, and budget deficit: Findings from high school teachers. The Social Studies, 102 (5), 204-210.

[21] Ahn, M. (2005, July). Vocational education and training reform in Greece, The Journal of New Education (Saegyoyuk), 74-77 (Korea: The Newspaper Education).

[20] Ahn, M. (2005, June). English education in Germany, The Journal of New Education (Saegyoyuk), 75-78 (Korea: The Newspaper Education).

[19] Ahn, M, (2005, April). Civic education in the Czech Republic after the fall of Communism, The Journal of New Education (Saegyoyuk), 65-69 (Korea: The Newspaper Education).

[18] Ahn, M. (2004, December). No child left behind: Testing and accountability, The Journal of New Education, 34-39 (Korea: The Newspaper Education).

[17] Ahn, M. (2004, October). Problems and issues of higher education in France, The Journal of New Education (Saegyoyuk),46-50 (Korea: The Newspaper Education).

[16] Ahn, M. (2004, June). NYC new promotion policy, The Journal of New Education (Saegyoyuk), 61-65 (Korea: The Newspaper Education).

[15] Ahn, M. (2003, December). Every child matters, The Journal of New Education (Saegyoyuk), 60-64 (Korea: The Newspaper Education).

[14] Ahn, M. (2003, November). NYC child first policy and its praxis, The Journal of New Education (Saeguoyuk), 72-77 (Korea: The Newspaper Education).

[13] Ahn, M. (2003, August). Excellence and enjoyment in elementary school, The Journal of New Education, 74-77 (Korea: The Newspaper Education).

[12] Ahn, M. (2003) Korean History teaching strategy within a socio-cultural constructivism, The Journal of National Association for Korean Schools North Chapter, 21, 40-41, New York: National Association for Korean Schools North Chapter.

[11] Ahn, M. (2003, May). Multicultural education policy in Canada, The Journal of New Education, 72-75 (Korea: The Newspaper Education).

[10] Ahn, M. (2003, March). Remodeling program for teachers, The Journal of New Education, 72-75 (Korea: The Newspaper Education).

[9] Ahn, M. (2002, December). Educational excellence in an urban context, The Journal of New Education (Saegyoyuk), 72-75 (Korea: The Newspaper Education).

[8] Ahn, M. (2001, January). Principal centered decentralized class vs. centralized national curriculum in England, The Journal of Elementary Education, 70-77 (Korea: The Elementary Principal Board).

[7] Ahn, M. (2000, Spring). The Green Paper, The Journal of Educational Development, Korea: Korean Educational Development Institute.

[6] Ahn, M. (1999, Autumn). Summerhill, The Journal of Educational Development, Korea: Korean Educational Development Institute.

[5] Ahn, M. (1999, Spring). National curriculum 2000 in England, The Journal of Educational Development, Korea: Korean Educational Development Institute.

[4] Ahn, M. (1999, Spring). The national curriculum and performance-related payment, The Journal of Educational Development, Korea: Korean Educational Development Institute.

[3] Ahn, M. (1997). An analysis of the curriculum development of technical and vocational education in Korea: On the perspective of Walker’s model’ The Journal of Curriculum Studies, 15(1), 267-297. Korea: JCS Press

[2] Ahn, M. (1996). An analysis of the Decision-making process in the 2+1 system curriculum development’ The Journal of Vocational Education Research, 15(2), 19-32. Korea: JVC Press

[1] Yoon, S. & Ahn, M. (1995). Analysis of effect on a video program in regard to taxonomy of learning domains. Korea: Seoul Polytechnic University Thesis Collection.

Research Grant Reports

[41] Hatch, T., Ahn, M. Ferguson, D., & Rumberger (2018), The Role of External Support Providers in Improving K-3 Reading Outcomes: Phase III Report. NCREST.

[40] Ahn, M. (2018) TC/Cowin Financial Literacy Institute Final Report New York: National Center for Restructuring Education, Schools and Teaching (NCREST)

[39] Hatch, T., Ahn, M. Ferguson, D., & Rumberger, A. (2017). Documenting the Social Networks Among K-3 Reading Improvement Programs in New York City: Phase II Report. NCREST.

[38] Hatch, T., Ahn, M., Ferguson, D., & Rumberger, A. (2016). Mapping the Reading Improvement Sector in New York City: Initial Findings. NCREST.

[37] Ahn, M. (2015). TC/Cowin Financial Literacy Institute Follow Up Report New York: National Center for Restructuring Education, Schools and Teaching (NCREST).

[36] Ahn, M. (2014). TC/Cowin Financial Literacy Online Institute Evaluation Report New York: National Center for Restructuring Education, Schools and Teaching (NCREST).

[35] Ahn, M. (2013). TC/Cowin Financial Literacy Summer Institute Evaluation Report New York: National Center for Restructuring Education, Schools and Teaching (NCREST).

[34] Ancess, J. Aklog, F. & Ahn, M. (2012). An Analysis of the TCW Transformation Monitoring Meetings and Key Student Outcomes in Year One. New York: National Center for Restructuring Education, Schools and Teaching (NCREST).

[33] Ahn, M. Hatch, T & Heng, T. (2011). UFR Curriculum Pilot Study 2010-2011 Brief. New York: National Center for Restructuring Education, Schools and Teaching (NCREST).

[32] Ahn, M. Hatch, T. & Heng, T. (2010). URF Curriculum Needs Assessment and Evaluation Instrument Pilot Study 2009-2010. New York: National Center for Restructuring Education, Schools and Teaching (NCREST).

[31] Ahn, M. (2010). The 6th grade summer learning lab program: Year 1 evaluation report. New York: Center for Educational Partnerships, Fordham University.

[30] Ahn, M. (2010). The NCTSN core curriculum on child trauma course evaluation report II. New York: The National Center for Social Work Trauma Education and Workforce Development.

[29] Ahn, M. (2010). Sexual abuse training for New York State child welfare staff: The sexual abuse dynamics and intervention. Year end technical report. New York: Fordham University, Children FIRST.

[28] Ahn, M. (2010). The impact of the Children FIRST Scholar Program (1999-2009) on working in the field of children and families, Westchester County. New York: Fordham University, Children FIRST.

[27] Ahn, M. (2010). The NCTSN core curriculum on child trauma course evaluation report I. New York: The National Center for Social Work Trauma Education and Workforce Development.

[26] Ahn, M. (2010). The bilingual school psychology support center year 3 performance report. New York: Fordham University.

[25] Ahn, M. (2009). Development and validation of the survey instrument for the Y After School program evaluation. New York: Fordham University, National Center for Schools and Communities.

[24] Ahn, M. (2009). YMCA After School program evaluation 2008-2009: Y After School program and school partnership Study. New York: Fordham University, National Center for Schools and Communities.

[23] Ahn, M. (2008). YMCA after school program evaluation and developing standardized measures interim report. New York: Fordham University, National Center for Schools and Communities.

[22] Ahn, M. (2008). After school program and school partnership study interim report. New York: Fordham University, National Center for Schools and Communities.

[21] Ahn, M. (2008). YWCA-NYC early leaning centers program implementation evaluation report 2007-2008. New York: Fordham University, National Center for Schools and Communities.

[20] Ahn, M. (2008). YMCA 21st century community center evaluation fifth year final report. New York: Fordham University, National Center for Schools and Communities.

[19] Ahn, M. (2008). YWCA-NYC early leaning center program evaluation first year interim report. New York: Fordham University, National Center for Schools and Communities.

[18] Ahn, M. (2008). YMCA 21st century community center evaluation fifth year interim report. New York: Fordham University, National Center for Schools and Communities.

[17] Ahn, M. (2007). YMCA 21st century community center program evaluation forth year final report. New York: Fordham University, National Center for Schools and Communities.

[16] Ahn, M. (2007). YMCA 21st century community center program evaluation fourth year interim report. New York: Fordham University, National Center for Schools and Communities.

[15] Ahn, M. (2007). Virtual Y after-school program evaluation: New American study. New York: Fordham University, National Center for Schools and Communities.

[14] Ahn, M. (2007). YMCA 21st century community center program evaluation third year final report. New York: Fordham University, National Center for Schools and Communities.

[13] Ahn, M. (2007). Older adults’ loneliness, depression and quality of life: Experiences of participants in a friendly visiting program. Unpublished MSW Thesis. New York: Fordham University

[12] Strand, V., Slaughter, E. & Ahn, M. (2006). Child welfare staff recruitment and retention: An evidence-based training model—Connecticut department of children and families. New York: Fordham University, Children FIRST.

[10] Katz, L. & Ahn, M. (2006). Als Pals’ evaluation report. New York: Fordham University, Children FIRST.

[9] Katz, L. & Ahn, M. (2006). Safe Havens evaluation report. New York: Fordham University, Children FIRST.

[8] Jung, T, Ahn, M., Jang, S., Kim, Y. & Lee, J. (1996). Report on the P.R. & training guidance of the 2+1 system. Korea: Korean Educational Development Institute.

[7] Jung, T., Kim, Y., Jang, S., Lee, J. & Ahn, M. (1996). A study on the experimental school and industry under the 2+1 system. Korea: Korean Educational Development Institute.

[6] Jung, T., Lee, J., Jang, S., Kim, Y. & Ahn, M (1996). A study on vocational adjustments of the 2 + 1 system graduates. Korea: Korean Educational Development Institute.

[5] Kim, S. & Ahn, M. (1995). A study on the video material development for teaching-learning in school (II). Korea: Korean Educational Development Institute.

[4] Choi, U., Kim, Y., Song, B., Lee, H, Hwang, I, & Ahn, M. (1995). Parent education project. Korea: Korean Educational Development Institute.

[3] Kim, S. & Ahn, M. (1994). A study on the video material development of teaching-learning in school (I). Korea: Korean Educational Development Institute.

[2] Kwag, B, Kim, A., Woo, J., Yoon, B., Jung, J, Kang, T. & Ahn, M. (1994). A study on reforming textbook development system. Korea: Korean Educational Development Institute.

[1] Cho, Y., Hwang, G, & Ahn, M. (1993). A study on the curriculum implementation at the municipal and provincial education/authority and school level in relation with the 6th national curriculum. Korea: Korean Educational Development Institute.

Books/Chapters

[6] Ahn, M. (in press). Instructional design theory and new technology application. In Baka, U.(Ed.) Gamification and social networks in education, Education series, Advance online publication, MacroWorld Publishing.

[5] Yildiz, M., Fazal, M, Ahn, M., Feirsen, R & Ozdemir, S. (Eds.) Media literacy research and applications across disciplines. Hershey, PA, IGI Global.

[4] Ahn, M. (2002). Talented and gifted education in England. In Ku, J., Kim, H., Park, S., Ahn, M., Lee, S., Jo, S. (Eds.) Gifted education (pp. 87-131). Korea: Muneumsa.

[3] Ahn, M. & Walsh, P. (2001). Changing culture and schools in South Korea. In Lawton, D., Cairns, J. and Gardner, R. (Eds.) World year book 2001: Values and cultures in education (pp. 279-297). London: Kogan Page.

[2] Ahn, M. (2000). The relationship between teachers and government in curriculum development in Korea and England. Boston Spa, U.K.: British Library Document supply Center.

[1] Ahn, M. (1996). Analysis of the decision-making process in the curriculum development. Korea: Ewha Womans University.

Presentations/Posters

[16] Hatch, T., Ahn, M., Ferguson, D. & Rumberger, A (2020). Mapping a “network of networks” to improve K-3 reading outcomes in New York City. The 33rd International Congress on School Effectiveness and Improvement in Marrakech, Morocco January 6-10, January 2020. 

[15] Ahn, M., Hatch, T., Ferguson, D. & Rumberger, A (2019). Two-mode social network analysis of the funders’ role in K-3 reading improvement programs’ distributing knowledge and skills. The 2019 Annual Meeting of the American Educational Research Association, Toronto, Canada, April 5–9, 2019.

[14] Yildiz M., Fazal M., Ahn M. (2018). Real data – Fake news: The truth lies somewhere in between. Poster presented at the Education Leadership Data Analytics (ELDA) Summit, Columbia University, New York City.

[13] Wang, S, Hsu, H & Ahn, M (2018). An Experimental Study of Playing Video Games and Creative Thinking. EdMedia + Innovate Learning 2018, Amsterdam, Netherlands, June 25-29, 2018.

[12] Wang, S, Hsu, H & Ahn, M (2018). Examining the effects of playing video games on creative thinking. Association for the Advancement of Computing in Education (AACE), E-Learn 2018: World Conference on E-Learning. Las Vegas, Nevada, October 15-18, 2018.

[11] Ahn, M., Hatch. T. Ferguson, D. & Rumberger, A. (2018), Mapping the social networks among K-3 reading improvement programs in NYC. The 2018 Annual Meeting of the American Educational Research Association, New York, NY, April 13-17, 2018.

[10] Rumberger, A., Ferguson, D. & Ahn, M, Hatch, T (2018). Exploring the approaches, resources, and expertise in the reading improvement sector in New York City. The Eastern Educational Research Association (EERA). Sheraton Sand Key Resort Clearwater Beach, FL, February 7-10, 2018.

[9] Ahn, M, Hatch, T, Ferguson, D. and Rumberger, A. (2017) The role of intermediary organizations in building the capacity for improving reading outcomes. The 2017 Annual Meeting of the American Educational Research Association, San Antonio, TX, April 27-May 2, 2017.

[8] Ferguson, D., Rumberger, A., Ahn, M. & Hatch. T. (2016), Mapping the research claims of the reading improvement sector in New York City. Literacy Research Association 66th Annual Conference: Mobilizing Literacy Research for Social Transformation, Nov 30-Dec 3, 2016, Nashville, TN.

[7] Ferguson, D., Rumberger, A., Ahn, M and Hatch, T (2016). The K-3 reading/ writing improvement sector: An ecological perspective of school improvement in New York City. The 2016 Annual Meeting of the American Educational Research Association, Washington DC, April 8-12, 2016.

[6] Marri, A., Ahn, M., Hatch,T., Heng,T. (2012). High school social studies teachers’ self-efficacy on teaching the federal budget, national debt, and budget deficit: A mixed methods case study. The 2012 Annual Meeting of the National Council for the Social Studies (NCSS), College and University Faculty Assembly (CUFA) Washington State Convention Center (WSCC), Seattle, Washington November 14 – 16, 2012

[5] Ahn, M. (2009). Older adults’ loneliness, depression and quality of life: Experiences of participants in a friendly visiting program. The 37th Annual Conference of the State Society on Aging of New York: Caregiving and an Aging Population, The Hyatt Regency, Rochester, New York, U.S.A., October 15-17, 2009.

[4] Ahn, M. (2008). Building successful afterschool program and school partnerships. Paper presented at the After School Experience: 12th Bi-annual Training Conference, New York State Center for School Safety & New York 21st CCLC Statewide Technical Assistance Center.

[3] Ahn, M. (2002). Comparative analysis of teachers’ professionalism in curriculum development in Korea and England. Paper presented at the 8th International Conference, University of Warwick, Center for Educational Development, Appraisal and Research, U. K.

[2] Ahn, M. (2002). Biliteracy education for Korean American children. Paper presented at the National Association Korean School Teacher Training Conference, The National Association for Korean Schools North Chapter, New York.

[1] Ahn, M. (2002). Conflict resolution in bilingual and bicultural education practice: National Association for Korean School Teacher Training Conference. The National Association for Korean Schools Northeast Chapter, New York

News and Media

[8] Ahn, M. (2003, February 26). Parent teacher conference. Korea Daily Newspaper USA, P. A22.

[7] Ahn, M. (2003, February 5). Leaning style and temperament. Korea Daily Newspaper USA, P. A22.

[6] Ahn, M. (2003, January 30). Teacher’s professionalism. Korea Daily Newspaper USA. P. A22.

[5] Ahn, M. (2003, January 16). Multiple intelligence. Korea Daily Newspaper USA. P. A22.

[4] Ahn, M. (2002, December 26). A perception about education. Korea Daily Newspaper USA. P. A22.

[3] Ahn, M. (2002, December 16). Good mother or good educator. Korea Daily Newspaper USA. P. A8.

[2] Ahn, M. (2002, December 4). Identity crisis and bullying. Korea Daily Newspaper USA. P. A8.

[1] Ahn, M. (2002, November 21). Bilingual ability and learning ability. Korea Daily Newspaper USA. P. A8.