College of Education

License / Certifications

• TN Certification Special Education
  • Mild to Moderate Disabilities K–12
  • Comprehensive Disabilities K–12
• Korea Certification
  • English in Secondary 

Biography

Dr. Myung Koh is professor of special education in cognitive impairment area. As a teacher educator, her professional and scholarly work focuses on preparing contemporary teachers with two key skills for success: Classroom behavior management and Diagnostic teaching knowledge and skills for inclusive teaching. She has been focusing on empowering educators to confidently meet the evolving needs of today's students by fostering productive and well-managed classroom environments and implementing diagnostic instructional strategies. 

Interests and Expertise

Dr. Koh's professional career has been dedicated to empowering preservice and in-service teachers with instructional skills and classroom management strategies. Her scholarly interests and areas of expertise include: 

• Classroom Behavior Management 
• Clinical Teaching Strategies
• Inclusive Teaching for Developmental Diversity and Environmental Exceptionalities
• Cognitive Development for Educators: Rethinking Learning and Disability 
• A Cognitive Framework for Educators: Educator-Friendly Cognitive Developmental Theory
• Developing Educator-Driven Diagnostics for Proactive, Preventive, and Remedial Education 
• Unified Diagnostic Continuum: A Comprehensive Approach to Cognitive, Language, Social, and Literacy Development 

Courses

• Classroom Management and Intervention Strategies for Students with Disabilities           
• Positive Behavioral Support for School, Family, and Community
• Behavior Management and the Development of Social Competence in Students with Special Needs
• Inclusive Practices for Students with Exceptionalities
• Curriculum and Instructional Strategies in Autism Spectrum Disorders
• Curriculum and Instructional Strategies in Autism Spectrum disorders
• Families, Disability, and Schools: Collaborating for Success
• Cognitive Impairment Theory
• Introduction to Cognitive Impairment                            
• Pre-clinical Experiences: Cognitive Impairments
• Education of Students in Programs for Mild Cognitive Impairment and High-Incidence Disabilities
• Children, Adolescents, and Young Adults with Disabilities: School, Family and Community
• Education of the Elementary Student with Mild Cognitive Impairment
• Teaching the Exceptional Learner in the Inclusive Classroom 
• Introduction to Students with Exceptionalities 
• Special Topics: International Preclinical Teaching
• Special Topics: Students with Cultural and Linguistic Differences 
• Special Topics: Independent Study: Students with Cultural and Linguistic Differences                                                

Publications and Presentations

Selected Peer-Reviewed Journal Articles and Books

• Koh, M. Teaching Today's Child: Becoming a Contemporary Educator.  
• Koh, M. (2025, May-June Publification). Classroom Behavior Management for General and Special Education: Holistic and Inclusive Approaches. Routledge. HB: 9781032912684; EB 9781003562283; PB 9781032912653
• Koh, M. (2024). Facing Teacher Shortage and Attrition Crisis in the Wake of a Pandemic: A Study on Educator Preparation Credentials for Complex Exceptionalities. In Exploring Perspectives, Opportunities, and Challenges in Various School Settings (Editor, Cozart, M. A.). Nova Science. Chapter ID 82128. ISBN: 979-8-89113-430-0. 
• Koh, M. (2022). An exploration of precursors for at-risk American public schools: The comparative behavioral profiles between children with and without disailities. Preventing School Failure; Alternative Education for Children and Youth. 
• Koh, M. and Shin, S. (2017). Education of Students with Disabilities in the USA: Is Inclusion the Answer? International Journal of Learning, Teaching, and Educational Research, 16(1), 1–17.
• Koh, M. and Shin, S. (2014). A Comparative Study of Elementary Teachers' Beliefs and Strategies on Classroom and Behavior Management in the USA and Korean School, International Journal of Progressive Education, 10(3), 18–33.
• Koh, M., Shin, S., and Reeves, K. (2014). Voices of Culturally and Linguistically Diverse Parents: The Case of Korean-American Parents. Multicultural Learning and Teaching
• Shin, S., Koh, M., and Yeo, M. H. (i2012) Comparative study of the preliminary effects in the levels of adaptive behaviors: Learning Program for the Development of Children with Autism (LPDCA). The Journal of International Association of Special Education
• Koh, M., Shin, S., and Yeo, M. (2010). The Learning Program for the Development of Autistic Children (LPDAC): The parents' perspectives on the treatment outcome, Journal of International Association of Special Education
• Robertson, J.S., Koh, M. S., and Shin, S. (2009). Arts in the basic curriculum at the Brooks Museum of Art. The International Journal of the Inclusive Museum, 2(1), 19–28.
• Koh, M., Shin, S., Chung, I. S., and Reeves, K. (2009) Voices of culturally and linguistically diverse parents: a story of Korean preschool-age parents. Michigan Academia, 34(1), 11–29.
• Shin, S. and Koh, M. (2008). A cross-cultural study of students behaviors and classroom management strategies in the USA and Korea. Journal of International Association of Special Education, 9(1), 13–21.
• Koh, M., Shin, S, and Lewis, E. (2008). Beyond nest: Preclinical experience abroad. MATE: Issues in Education – Preschool through Graduate, 1(1), 27–36.
• Koh, M., Shin, S., and Reeves, K. (2008). Korean teachers: A crisis in confidence. ESL Magazine, 63.
• Koh, M. (2008). A 'map' of special education: IEP. Yukyoung Research, 5, 5–23.
• Shin, S., and Koh, M. (2007). A cross-cultural study of teachers' beliefs and strategies on classroom behavior management in urban American and Korean school systems. Education and Urban Society, 39(2), 286–309.'
• Koh, M. (2007). Practice teaching in urban schools: The effectiveness of special education preclinical experience in urban school settings. A book chapter. Toward Transformation: EMU Faculty Journey into the Scholarship of Teaching and Learning.
• Koh, M. and Shin, S. (2006). The perception and attitudes of Korean immigrant parents. International Journal of Curriculum and Leadership, 6(1), 19–39.
• Shin, S. and Koh, M. (2005). Korean education in cultural context. Essays in Education, 14.
• Koh, M. (2005, May). Unspoken voices of Korean immigrant parents. ESL Magazine, 45.
• Koh, M., Clark, K., and Shin, S. (2004). Preparing preservice teachers for inclusion. The Asia-Pacific Journal of Inclusive Education, 1(3), 25–42.
• Koh, M., and Robertson, J. R., (2003). School reform models and special education. Education and Urban Society, 35(4), 421–442.