Master’s- or Ph.D.-level Research Coordinator position at Dalhousie University in Halifax

We are seeking a Mater's or Ph.D. level Research Coordinator to coordinate the research activities associated with the SEAK (Socially and Emotionally Aware Kids) initiative. The SEAK initiative is a 4-year intervention program implemented by the Canadian Mental Health Association-Nova Scotia (CMHA-NS) and its Dalhousie University research partners. The initiative is funded by a grant from the Public Health Agency of Canada and involves delivering and evaluating an evidence-based elementary school-wide intervention program (the PATHS program; Greenberg et al., 1995) in several communities within 3 provinces of Canada. Approximately 4000 children and adolescents will be included in the initiative.

Children will be evaluated on language development, executive function, socio-emotional reasoning, behavioral control, and academic performance during the PATHS program and, where applicable, followed into later years. A variety of other areas also will be assessed (e.g., parent well-being, school climate, community acceptance, etc.) using quantitative or qualitative approaches. The Research Coordinator will be responsible primarily for the research activities of this initiative.

Any potential applicant not from the Halifax area who is planning to attend SRCD is encouraged to contact Dr. Sophie Jacques prior to SRCD to set up a potential time to meet if he/she wishes to discuss the position further.

Please see the attached document for further information about the position.

Sophie Jacques, Ph.D.

Associate Professor

Psychology Department

Dalhousie University

Halifax NS B3H 4J1

T (902) 494-3551

F (902) 494-6585

sophie.jacques@dal.ca

Details from attachment:

We are seeking a Research Coordinator to coordinate the research activities associated with the SEAK (Socially and Emotionally Aware Kids) initiative. The SEAK initiative is a 4-year intervention program implemented by the Canadian Mental Health Association-Nova Scotia (CMHA-NS) and its Dalhousie University research partners. The initiative is funded by a grant from the Public Health Agency of Canada and involves delivering and evaluating an evidence-based elementary school-wide intervention program (the PATHS program; Greenberg et al., 1995) in several communities within 3 provinces of Canada. Approximately 4000 children and adolescents will be included in the initiative. Children will be evaluated on language development, executive function, socio-emotional

reasoning, behavioral control, and academic performance during the PATHS program and, where applicable, followed into later years. A variety of other areas also will be assessed (e.g., parent well-being, school climate, community acceptance, etc.) using quantitative or qualitative approaches. The Research Coordinator will be responsible primarily for the research activities of this initiative.

Start Date: July 1, 2011 or as soon as possible thereafter

Duration: One-year duration with the possibility of at least 3 additional yearly renewals contingent on continued availability of funds and on satisfactory performance. (Note that this position is not intended for a student seeking a short-term position prior to furthering their studies.)

Hours of work: Monday to Friday; 37.5 hours/week.

Salary: Commensurate with qualifications and experience (benefits, including health and pension benefits included). Please note the successful candidate will be an employee of the grant holders, not a Dalhousie University employee.

Qualifications:

• Applicants should have a master’s degree or Ph.D. in a field relevant to developmental science (e.g., Developmental Psychology, Education, Pediatric Health Sciences, Child Studies) and extensive research experience. We will also consider Bachelor-level applicants with extensive experience in relevant research coordinator positions.
• Strong evidence of leadership and solid interpersonal skills or experience in a leadership position (e.g., lab management experience) is also required.
• Applicants should have a working knowledge of multivariate statistics.
• Experience with a variety of statistical software (e.g., SPSS, SAS, AMOS) and other research- and web-related software (e.g., experience with conducting online surveys) is essential.
• Excellent writing skills are required.
• Experience with management of large databases would be an asset.
• Experience with intervention research or implementation science or with running focus groups is desirable.
• Applicants should have excellent problem-solving skills, work independently, and be organized and attentive to details.

Duties: The Coordinator will:

• participate in the yearly hiring and training of 14+ research assistants located in multiple sites across Canada and will supervise their research activities.
• travel to each of the sites approximately 2-3 times per year (expenses paid). Willingness and ability to travel are an essential part of this position.
• develop and organize research activities (preparing proposals for ethical review, organize and distributing consent forms/surveys, manage incoming data).
• develop and administer implementation assessments to ensure program fidelity.
• supervise data collection (either online or by telephone) from parents, teachers, school administrators, and community stakeholders , and from children collected with standardized and computerized testing, and with online surveys.
• also be involved in data management, data analysis, manuscript preparation (ample opportunities to publish will be available), and grant preparation.

Applicants should send via email:

(1) Cover letter

(2) CV

(3) Examples of written works (e.g., published articles, theses, term papers)

(4) Names of 3 references.

(5) Copy of transcripts (unofficial ones are acceptable) for recent graduates.

The successful applicant must obtain a spotless criminal record and child abuse registry check prior to starting the position.

Review of applications will begin April 21, 2011 and will continue until the position is filled.

Potential applicants seeking additional information are encouraged to contact either of the lead researchers involved (Drs. Jean Hughes or Sophie Jacques; see contact information below). Any potential applicant not from the Halifax area who is planning to attend SRCD is encouraged to contact Dr. Sophie Jacques prior to SRCD to set up a potential time to meet if he/she wishes to discuss the position further.

Dr. Jean Hughes

Project Lead Researcher

School of Nursing

Dalhousie University

Halifax, NS Canada

Tel. (902) 494-2456

Fax (902) 494-3487

jean.hughes@dal.ca

Dr. Sophie Jacques

Associate Project Lead Researcher

Psychology Department

Dalhousie University

Halifax, NS Canada

Tel. (902) 494-3551

Fax (902) 494-6585

sophie.jacques@dal.ca

For more information on living in Halifax and Nova Scotia, please see the links below.

http://www.halifax.ca/index.asp

http://www.novascotia.com/en/home/default.aspx

http://www.trails.gov.ns.ca/

Funded Phd place: Joint action, play and narrative, University of, Sussex

EPSRC PhD Studentship available for October 2011         

*University of Sussex* - School of Psychology  

Children's social role play and the development of narrative are of central concern in developmental psychology and education: coordinating action with others and talking through ideas are crucial steps in development. Recently, several experimental technologies have emerged to support group play and story-telling in young children: the most successful have involved tangible digital objects that children can manipulate in a fairly natural way - see http://shareitproject.org/29  

This project provides the opportunity to evaluate such tools to investigate aspects of social play or narrative in primary-age children. Candidates would also have the opportunity to study children with  communication difficulties and/or autism, using our excellent existing contacts. The studies draw on the rich theoretical frameworks on joint attention and collaboration being developed in research with younger children and primates, but not yet applied to the understanding of supported collaboration in childhood. The project can involve close partnership with end users (schools and educational advisers) in order to form an evidence base for good practice and potentials for  intervention in this area. The specific focus of the Phd is flexible to enable best development of the interests and skills of the successful candidate. 

Applications for this funded studentship should be made by 3rd May 2011. The studentship pays the tuition fee and a maintenance allowance, currently £13,590 per annum (this includes a teaching commitment).  Home and international students are eligible to be considered for this studentship. For non-EU overseas applicants the contribution to tuition fees will be at the home tuition fee rate. The remainder of the tuition fee must be paid from elsewhere.  

Initial enquiries should be addressed to:  Postgraduate Coordinator: psychology@sussex.ac.uk  +44 (0)1273 876638  

Applicants can discuss their proposed DPhil project with Dr Nicola Yuill nicolay@sussex.ac.uk  before submitting their application.  

Details of application procedures can be found at:  http://www.sussex.ac.uk/study/pg/applying/  

Candidates should provide:  

A personal statement detailing why you wish to carry out doctoral research (up to 1500 words).  This should include a discussion of your specific research interests within the scope of the advertised area.  
A teaching-related statement that addresses the normal expectation that you contribute to the demonstrating and small group teaching of statistics and experimental design (up to 300 words).  
A current transcript with full details of performance on all completed courses.  

Link to the ad http://www.jobs.ac.uk/job/ACK845/epsrc-phd-studentship-available-for-october-2011/ 

Link to ChaTLab http://www.lifesci.sussex.ac.uk/research/chatlab

2nd IMPRS NeuroCom Summer School, London, UK, 6 - 8 July 2011

2nd IMPRS NeuroCom Summer School at ICN in London
London, UK, 6 - 8 July 2011


The 2nd Summer School of the “International Max Planck Research School on Neuroscience of Communication: Function, Structure, and Plasticity” (IMPRS NeuroCom) is jointly run by the Institute of Cognitive Neuroscience, University College London and the Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig. http://imprs-neurocom.mpg.de/summerschool

Target group:
We cordially invite national and international doctoral students, but also Master's students and post-docs conducting research in the interdisciplinary field of cognitive neuroscience.
Participants are invited to present their current project in form of a poster.

Registration deadline: 31 March, 2011
Online registration: http://imprs-neurocom.mpg.de/summerschool/registration


KEYNOTE SPEAKERS

Wednesday 6 July: Neuroscience of Communication
Organisers: Sophie Scott, Mairead MacSweeney
Angela D. Friederici
Thomas C. Gunter
Peter Indefrey
Cathy Price

Thursday 7 July: Sensory Processes
Organisers: Patrick Haggard, Jon Driver
Marc Ernst
Sabrina Pitzalis
Geraint Rees
Arno Villringer

Friday 8 July: Neural Connectivity
Organiser: Klaas Stephan
Rosalyn Moran
Marc Tittgemeyer

Friday 8 July: States of Consciousness
Organiser: Vincent Walsh
Quinton Deeley
Steven Laureys


Venue:
Lecture Theatre
33 Queen Square Lecture
WC1A 3BG London
United Kingdom

Registration fee:
£175

Working language:
English

Post-Doc Position at Univ. of Sussex, UK

Applications are now being accepted for a 12-month post-doctoral research position in Developmental Psychology at the University of Sussex, UK to begin in May 2011. This position is funded by an ESRC grant to Dr. Jessica Horst exploring 2-year-old children’s word learning. More information about this line of research can be found at: http://www.sussex.ac.uk/psychology/wordlab. The position is ideal for someone who recently completed a Ph.D. in psychology or a closely related discipline.

The Research Fellow will be responsible for conducting empirical studies with children, data analyses and interpretation as well assisting with undergraduate project supervision. Along with the Principal Investigator, the Research Fellow will disseminate findings both to the public and to the larger research community through conference presentations and publications. This position will include multiple opportunities to co-author papers. Applicants should have excellent research skills and the ability to work with children is essential.

Email queries to Dr. Jessica Horst, Jessica@sussex.ac.uk.

Additional information about the position as well as a link to the application form can be found at: http://www.sussex.ac.uk/Units/staffing/personnl/vacs/vac225.shtml.

To apply for the position, please send 1) the university’s Application for Academic Posts (link above), 2) a CV and 3) one writing sample (e.g., publication or manuscript under review) via email to psychologyrecruitment@sussex.ac.uk. Applications must be received by 8 April, 2011.

The University of Sussex is committed to equality of opportunity and we encourage diversity in the workplace. The current British and European Law states that we cannot employ a person aged 16 or over who does not have permission to live and work in the UK.

Post-Doc Positions at Vanderbilt

Prof. Bethany Rittle-Johnson has two positions available in her Children’s Learning Lab in the Psychology and Human Development Department at Peabody College, Vanderbilt University.
http://peabody.vanderbilt.edu/Psychology_and_Human_Development/Research_Resources/Childrens_Learning_Lab.xml


Post-Doc Position
Possible opening for a 2-year post-doctoral fellowship funded by an Institute of Education Sciences (IES) training grant on rigorous methods in educationally-relevant research, starting Fall 2011. The applicant must be interested in pursing a research career with ties to math education.

The fellow will collaborate with Rittle-Johnson on research projects focused on helping children understand early algebra, with children ranging from preK to Grade 8, in both laboratory and classroom studies. Please visit her webpage for additional information. The fellow will also have opportunities to collaborate on research projects with the other investigators affiliated with this training grant, (1) Paul Cobb, Professor of Mathematics Education, who focuses on mathematics education in early elementary and middle school, (2) Gautam Biswas, Professor of Computer Science and Engineering, who focuses on computer-based learning environments in math and science education, and (3) Thomas Smith, Associate Professor of Public Policy and Education, who focuses on quantitative data analysis and the study of how policy influences teacher quality and student learning.

The position requires a PhD in Psychology or a related field and a research program on learning and problem solving. Applicants must be US citizens or permanent residents (a requirement of the funding agency). Experience conducting research with children or in mathematics learning are highly desirable, as is at least one peer-reviewed journal publication.

The positions carry a stipend of $50,000 per year plus health insurance coverage and support for professional travel.

Email questions to bethany.rittle-johnson@vanderbilt.edu. To apply for the position, please send a (1) letter of interest, (2) curriculum vitae, (3) two publications (or manuscripts under review), and (4) the names and email addresses of three potential references by electronic mail tolearninglab@vanderbilt.edu. For best consideration, please apply by April 11, 2011.

Culture and the Mind: Artefacts and Material Culture

Artefacts and Material Culture Conference, 15-17 April, 2011 University of Sheffield.

This interdisciplinary conference brings together philosophers, psychologists and anthropologists to explore cross-cultural themes in cognition and artefact development. It is the third of three conferences sponsored by the AHRC Culture and the Mind project. For more information about speakers and details of registration please see our website:

http://www.philosophy.dept.shef.ac.uk/CMConf3/

Note from Amanda: Apparently Ori is one of the primary speakers

Special Issue: Memory

Title: The Costs and Benefits of Finding Meaning in the Past

Guest Editors: Kate McLean & Andrea Greenhoot

Call for papers:

Theoretical approaches to narrative processing, and some empirical work, suggest that the

construction of meaningful and coherent accounts of personal experiences, especially those that are negative, is adaptive. However, emerging evidence suggests that narrative meaning construction does not always yield psychological benefits; indeed, sometimes it is associated with increased psychological distress. We are seeking contributions for a special issue of Memory that examine the potential benefits and costs of making meaning of autobiographical memories. We are interested in a wide range of contributions, including laboratory, experimental, and qualitative work, as well as theoretical analyses, on diverse topics such as developmental considerations, contexts of meaning making, or measurement factors, to answer questions about when (and why) meaning-making in personal recollections is beneficial and when (and why) it is not.

Submission:

Manuscripts should be submitted by September 30th, 2011

Interested individuals should submit their manuscripts through the ScholarOne Manuscripts website: http://mc.manuscriptcentral.com/pmem, and note that the submission is intended for the special issue on Costs and Benefits of Finding Meaning in the Past. All manuscripts will be subject to editorial and peer-review before acceptance for the special issue.

For further information, or if you have any questions on whether your work is appropriate for the special issue, contact the guest editors: Andrea Greenhoot (agreenhoot@ku.edu) and Kate McLean (Kate.McLean@wwu.edu).

Interspeech 2011

INTERSPEECH2011

Florence, Italy / August 27‐31, 2011

http://www.interspeech2011.org

Call for Papers

INTERSPEECH is the worldʹs largest and most comprehensive conference on challenges

surrounding the science and technology of Spoken Language Processing (SLP) both in

humans and in machines.

The theme of INTERSPEECH 2011 will be: “Speech science and technology for real life”

and under this theme the conference will emphasizes an interdisciplinary approach

covering all aspects of speech science and technology spanning the basic theories to

applications. Besides regular oral and poster sessions, plenary talks by internationally

renowned experts, tutorials, exhibits, and special sessions are planned. A number of

satellite events will take place immediately before and after the conference. Please

follow the details of these and other news at our website www.interspeech2011.org.

INTERSPEECH Proceedings have been indexed in ISI web of science, Engineering

Index and Scopus.

Paper Submission

Papers for the INTERSPEECH 2011 proceedings should be up to four pages in length and

conform to the format given in the paper preparation guidelines and author kits which is

now available on the INTERSPEECH 2011 website along with the Final Call for Papers.

Optionally, authors may submit additional files, such as multimedia files, to be included

on the Proceedings CD‐ROM.

Authors shall also declare that their contributions are original and not being submitted for

publication elsewhere (e.g., another conference, workshop, or journal). Papers must be

submitted via the on‐line paper submission system, which will open in early February 2011.

The deadline for submitting a paper is 31 March 2011. This date will not be extended.

Inquiries regarding paper submissions should be directed via email to

submission@interspeech2011.org.

Important dates

Full paper submission deadline: 31 March 2011

Notification of paper acceptance or rejection: 26 May 2011

Camera‐ready paper due: 09 June 2011

Early/Authorsʹ registration deadline: 10 June 2011

Tutorials dates: 27 August 2011

Conference: 28‐31 August 2011

Please visit our website at http://www.interspeech2011.org/

Language

The working language of the conference is English.

More Info: http://www.interspeech2011.org/docs/IS2011_CFP1.pdf

Developmental Paper Group Meeting!

Reminder, we all promised Adam that we'd meet about the Bayesian modelling paper this Thursday March 17th @ 12:30ish.

Society for Research on Educational Effectiveness - Call for Papers

The Fall 2011 SREE research conference “Building an Education Science: Improving Mathematics and Science Education for All Students” will be held September 8-10 in Washington, DC. The conference will include symposia and paper presentations, a virtual poster session, plenary sessions and professional development workshops and short courses on research methods.

This meeting will highlight research on teaching and learning in mathematics and science that employs rigorous experimental designs or theory-based models of educational change. Studies that address promising new directions in mathematics and science education research will be of
particular interest, including those:

1. Incorporating principles from cognitive science research to improve student learning in mathematics and science,
2. Creating assessments at the national, state, and classroom levels which are better aligned with critical content in mathematics and science in all grades, and
3. Utilizing advances in educational technology to enhance the efficacy of mathematics and science instruction and assessment.

SREE conferences always welcomes submissions that develop new methods and
research designs in order to enhance the rigorous evaluation of
educational interventions, programs, practices, and policies.

Sections (Co-Chairs)
Early Childhood Mathematics and Science Education (Arthur Baroody & Daryl Greenfield)
Mathematics and Science Education in the Elementary Grades (Russell Gersten & Scott Baker)
Mathematics and Science Education in the Secondary Grades (Steve Schneider & Joan Herman)
At-Risk or Underserved Learners in Mathematics and Science (Nancy Jordan & Lynn Fuchs)
Research Methods (Daniel McCaffrey & Claude Messan Setodji)
Conference Program Chair is Alice Klein.

Fall 2011 Tracks for Abstract Submissions
Abstract authors in all sections other than Research Methods will select one of the following tracks for the evaluation of their submission:
Track 1: Studies that employ designs and analyses to support the type of causal inference upon which decisions relating to mathematics and science education may be credibly based. Appropriate designs may include randomized field trials, quasi-experimental designs and regression discontinuity designs.
Track 2: Research that demonstrates the potential association between education interventions or programs and student outcomes in mathematics or science but does not necessarily employ rigorous experimental or quasi-experimental designs. Submissions may include: (a) studies which
report of the development of interventions or modification of existing interventions, (b) studies that analyze longitudinal or other existing data sets, and (c) studies which develop and validate measurement instruments.

Timeline
March 1, 2011: Abstract submission site opens
May 1, 2011: Abstract submission deadline
June 15, 2011: Program online. Registration opens
August 7, 2011: Registration closes

IES Postdoc Fellowship at the UVa Curry School of Education

Two Year Post-doctoral Position on Classroom Social Processes, Teacher-Student Relationships, Social and Emotional Learning, and Student Engagement in Learning

The UVA Curry School of Education received an award from the U.S. Department of Education Institute of Education Sciences to hire post-doctoral trainees as part of the Interdisciplinary Postdoctoral Fellowship Program in the Education Sciences.

Sara Rimm-Kaufman, Associate Professor of Education and Psychology, will be hiring a post-doctoral trainee to engage in research on children's self-regulation, classroom teacher-student interactions, fidelity of implementation of interventions, and social and emotional learning interventions in elementary school classrooms. See www.socialdevelopmentlab.org for a description of current projects.

The work takes an interdisciplinary approach and applies questions and methods from psychological and education science to elementary school settings. Post-doctoral fellow's training includes two main components: strong mentoring with a senior investigator focused on the demanding and technical aspects of producing high quality scholarship (theory, design, use of rigorous methods, writing, etc.) and immersion in an intellectually challenging and scientifically rigorous community of scholarship. The fellow will build a research program by formulating research questions, generating research designs, writing grants, conducting analyses, writing and presenting findings. Experiences will include intense mentorship with a senior investigator; engagement in work-in-progress meetings with faculty, other post-docs and students; involvement in specialized training institutes; structured self-evaluation; conversation with other UVa faculty; and involvement in a speaker series, among other opportunities. Upon completion of the trainee program, the fellow will be prepared to compete for academic positions or research scientist positions in research institutes.

The fellow will become part of a network of post-doctoral trainees at the Curry School of Education in research centers including the Center for the Advanced Study of Teaching and Learning (CASTL), the Curry School Center for Positive Youth Development, the University of Virginia Center on Education Policy and Workforce Competitiveness, and research initiatives on effective teaching in higher education and STEM education, as well as trainees supported by independent grants.

Application Information:

Applicants must be U.S. citizens or permanent residents, have a Ph.D. and a track record of publication in education or social sciences, evidence of potential for obtaining external funding, substantive knowledge and background in the field of education, and demonstrated leadership, management, and communication skills.

Applications will be reviewed beginning March 14, 2011; however, the position will remain open until filled. Please submit:

· Curriculum Vitae

· Graduate transcripts

· One to two sample publications

· Letter of intent describing your research training goals and interests, including why your background and interests are a good match for the position.

The materials above should be submitted under job posting number 0607139 at Jobs@UVA (https://jobs.virginia.edu/).

In addition, please submit:

· three letters of reference (2 from graduate school mentors with whom you have worked on research) sent directly to jbthomas@virginia.edu or by mail to:

Julie Thomas

University of Virginia Post-Doctoral Training Program
CASTL
350 Old Ivy Way, Suite 300
Charlottesville , VA 22903

Candidates will be considered on the basis of skill sets and match to faculty research programs, potential for impact, and past experience/achievement. Salary and benefits are competitive. Appointments will begin July 1, 2011 or later.

The Curry School of Education and the University of Virginia welcome applications from women and members of underrepresented groups, seek to build a culturally diverse intellectual environment, and are committed to a policy of equal employment opportunity and to the principles of affirmative action in accordance with state and federal laws.

Call for for Nominations for the 2012 Boyd McCandless Award

The Boyd McCandless Award recognizes an early career scientist who has made a distinguished theoretical contribution to developmental psychology, has conducted programmatic research of distinction, or has made a distinguished contribution to the dissemination of developmental science. The award is for continued efforts rather than a single outstanding work. Scientists who are within seven years of completion of their doctoral degree are eligible. The award is presented by the membership of Division 7 of the American Psychological Association, and the award winner will be invited to address the following year's meeting of the APA.

To nominate an individual, please send, preferably electronically, a letter of nomination, the candidate's CV, and suggestions for additional potential referees to the chair of the selection committee: Daniel Ansari, Department of Psychology, University of Western Ontario, London, ON N6G 2K3, CANADA. E-mail: daniel.ansari@uwo.ca.

For more information see: http://ecp.fiu.edu/APA/div7/?d=mccandless.

Nominations are due by March 15th 2011.

University of Michigan Post-Doctoral Research Fellowship

Applications are now being accepted for a 2-year NICHD post-doctoral research fellowship in Developmental Psychology at the University of Michigan. The Developmental Area will award up to 2 post-doctoral fellowships starting in Fall 2011. The Developmental Area faculty have a broad range of research interests across the life-span from infancy to late adulthood. There are many rich opportunities to pursue research in a number of developmental areas, such as infant-parent attachment, sibling relationships, literacy and school readiness, adolescent academic achievement, racial socialization and identity development, cognitive aging, neurological basis of adolescent anxiety disorders, media effects, language acquisition, children’s conceptual development and social-cognition, social relations across the life-span, and much more. Interested applicants should check the developmental area’s website to see the list of core faculty and their interests.

http://www.lsa.umich.edu/psych/areas/developmental/faculty/.

Fellows are expected to be actively engaged in research during their appointment and will receive additional training in the responsible conduct of research, grant-writing, manuscript preparation, and professional development.

Qualifications:

The successful candidate will have a Ph.D. in psychology, human development, neuroscience, or related fields, and have a record of research accomplishment in child or life-span development. Salary is in line with NIH pay scale. Offer includes full UM health benefits and travel to one conference per year.

Submit CV, cover letter with statement of research interests, 2 to 3 letters of recommendation, and evidence of scholarly publications to: Ann Murray, murrayae@umich.edu. Applications will be reviewed immediately.

The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding nondiscrimination and affirmative action. The University of Michigan is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, height, weight, or veteran status in employment, educational programs and activities, and admissions.

University Lecturer in Psychology and Education - University of Cambridge - Faculty of Education

Salary: £36,715 - £46,510

The Faculty of Education is looking for an innovative, research-active educator to join the Psychology and Education group within a leading national and international centre for educational research and teacher development.

Expertise is required in the following specific areas (a) biological bases of behaviour/physiological psychology, including evolutionary perspectives; and (b) the use of quantitative, statistical methods in psychological and educational research. Teaching duties would relate to both undergraduate and postgraduate provision. The Faculty of Education runs a very successful M.Phil course in Psychology and Education, with recruitment averaging 25 FTE per annum, and the appointed lecturer would be expected to make a major contribution to that course (which has British Psychological Society recognized status). Members of the P&E group also contribute to the Faculty's provision in initial teacher education, which is regarded as outstanding.

The Faculty of Education is committed to the highest standards of research and teaching and is a significant contributor to the improvement of educational policy and practice in partnership with schools and other educational agencies both in the UK and internationally.

Informal enquiries can be addressed to the Head of Faculty designate, Professor Peter Gronn (pg348@cam.ac.uk), or to Professor Neil Mercer (nmm31@cam.ac.uk)

Further particulars, including criteria for recruitment and details of the application process may be obtained at www.educ.cam.ac.uk/about/jobs or from: The University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge CB2 8PQ (tel. 01223 767600).

The expectation is that the starting salary for the University Lecturer post will be limited to the bottom points of the salary range, i.e., points 49-51, £36,715 - £38,951 per year.

Quote Reference: JR07781,

Closing Date: 25 March 2011

http://www.jobs.ac.uk/job/ACH185/university-lecturer-in-psychology-and-education/

University of Arizona Roger N. Shepard Dissertation Award in Cognitive Science

Announcing the University of Arizona Roger N. Shepard Dissertation Award in Cognitive Science for the best dissertation in cognitive science bridging psychology and philosophy of mind/science. The dissertation should address fundamental interdisciplinary issues in cognitive science, with a theoretical, experimental, or computational approach.

Award: One award will be given each year. The awardee will receive $1,000 and will present his or her research in a lecture at the University of Arizona during the upcoming academic year (i.e., for the 2011 award, the lecture will be scheduled during the 2011-2012 Academic Year)

Eligibility: Applicants will have received a PhD in a related field in the past three years. For the 2011 award the dissertation must have been awarded in 2009, 2010, or 2011. Applications from any country will be considered, although the submitted materials must be in English. Applicants may reapply as long as they meet the eligibility requirement.

Deadline for Applications: May 1, 2011.

Application materials: Applicants are to submit a 1500 word description of their dissertation research and how it serves to bridge cognitive psychology and philosophy, as well as a CV and two letters of recommendation. Applicants are also encouraged to send a published article based on the dissertation; however a publication is not necessary.

A cover page should include the applicant’s name, the graduate department and university where the Ph.D. work was done, the names of the two letter writers, and a 150-200 word abstract of the research.

The application should be submitted as a single pdf file (collated in the order listed above), although recommendation letters can be sent separately. Please send the application materials to Nova Hinrichs. Email: nhinrich@email.arizona.edu.

Selection Process: The awardee will be selected by a committee consisting of members of the Cognitive Science Program at the University of Arizona.

Postdoctoral position in mathematical thinking, learning & instruction

IES Post-Doctoral Training Grant

Mathematical Thinking, Learning, and Instruction

Wisconsin Center for Educational Research • University of Wisconsin-Madison

Dear Colleague: We are pleased to announce a new postdoctoral training grant in mathematical thinking, learning and instruction.

Our Vision

There is a clear and recognized need for well-trained mathematics education researchers who are able to conduct scientifically based qualitative and quantitative research that addresses immediate and long-term questions about the efficacy of educational programs and policies, and who can provide an empirical basis for future designs of curricula, assessments, instruction, and learning environments. With funding from the US Department of Education's Institute of Education Sciences (IES), we now offer a two-year interdisciplinary, postdoctoral training program, situated at the University of Wisconsin–Madison, which aims to increase postdoctoral capacity to conduct rigorous research in the topic area of mathematics education. The program provides recent graduates opportunities to experience a range of methods, including those from curriculum & instruction seeking to learn quantitative methods that support causal inference, as well as psychologists and other social scientists seeking to conduct studies in natural settings and collect, analyze, and interpret process-level data. The training program emphasizes the interdisciplinary nature of the mathematics education research opportunities at the University of Wisconsin–Madison. It addresses broad research interests, including: Exploratory research, basic processes in learning and instruction, development and innovation, efficacy and replication, and measurement.

Program Details

We frame the postdoctoral experience in terms of project-based learning by anchoring the training in ongoing, funded research on mathematics education. The program also offers our postdoctoral fellows individualized experiences created in collaboration with a mentoring committee including: research methods courses, campus colloquia, and independent research and supervised grant writing projects designed to match the needs of individual participants. The training grant Mentoring Team includes:

· Mitchell J. Nathan, director of the training program, professor of Educational Psychology, studies the development of algebraic reasoning and uses of standard and invented abstract and concrete representations for thinking, learning and teaching in mathematics, engineering and STEM settings from cognitive, social and embodied perspectives.

· Eric Knuth, professor of Mathematics Education, focuses on the meaningful engagement of students in mathematical practices such as justification and proof in algebra and geometry, and the design of curriculum and instruction that fosters increasingly sophisticated forms of engagement in such practices.

· Amy Ellis, assistant professor of Mathematics Education, studies students’ reasoning, particularly as it relates to mathematical generalization, justification, and proof; the development of algebraic thinking; and the ways in which quantitative reasoning supports students’ mathematical understanding.

· David Kaplan, professor of Educational Psychology, focuses on quantitative methods such as Bayesian latent variable models and the problem of causal inference in non-experimental settings. He serves on the Questionnaire Expert Group for OECD/PISA.

· Martha W. Alibali, professor of Psychology, studies mechanisms of knowledge change in the development of children’s mathematical reasoning, and the role of visual scaffolding (including gestures, diagrams, and other inscriptions) in instructional communication.

· Charles Kalish, professor of Educational Psychology, studies inductive inference and categorization, focusing on intuitive statistical reasoning in adults and children; learning from examples in mathematics and non-mathematics domains; and the pragmatics of teaching and learning.

Further details are available at our website, http://iesPostDoc.wceruw.org.

How to Apply

We seek highly qualified applicants who have earned a doctorate degree in mathematics education, psychology, learning sciences, or related areas. The positions carry a stipend of $50,000 per year plus health insurance coverage and support for professional travel. Review of applications is ongoing and will continue until the positions are filled. The starting date is negotiable. Applicants should be US citizens or permanent residents. Please send (a) a letter that summarizes your research experiences, areas of interest and identifies a primary and secondary mentor from among the program team; (b) curriculum vitae; and (c) two publications or manuscripts to IESPostDoc@wcer.wisc.edu. Also arrange for three letters of reference to be sent directly to the same email address with the applicant’s name in the subject line. If you require further information, please do not hesitate to contact the director and PI, Mitchell Nathan, mnathan@wisc.edu, 608-263-0563.

CDS 2011: Call for Submissions

The 2011 Cognitive Development Society's Biennial Meeting will be held October 14-15, 2011 in Philadelphia at the Sheraton Society Hill Hotel. Plenary speakers are Lynn Nadel (University of Arizona) and Larry Steinberg (Temple University). For more information about the invited program, click here.

The submission deadline for symposia/workshops will be June 1, 2011, and the deadline for poster submissions will be June 15, 2011. Submissions will be accepted beginning April 4. It may be possible for individuals or groups to organize Pre-Conferences (on Thursday, October 13) or Post-Conferences (on Sunday, October 16). Details about submission requirements and details about pre- and post-conference opportunities are available here. To ensure that you receive the most up-to-date information, join the CDS listserv.