US report on testing accommodations
In November the US Government Accounting Office (GAO) released a report entitled "Improved Federal Enforcement Needed to Better Protect Students' Rights to Testing Accommodations" of a study it performed at the behest of representatives to the US Congress. Based on interviews with individuals with disabilities, educators, advocates, commercial testing companies, and others, the report provides brief insight into testing accommodations at the secondary and post-secondary level and recommendations for government action based on its findings. Interested readers may download a one-page summary of the report from the GAO office.
Manager of Research- Qatar – Awsaj Institute
| To initiate and lead all research endeavors conducted at Awsaj Institute of Education.
RESEARCH FUNDING: Responsible for pursuing and securing grant funding through the submission of proposals, budget preparation, identifying and recruiting key investigators, partnering with higher education institutions, government agencies, etc. to conduct scientifically-based research in the area of educating students with learning challenges. |
| CONDUCTING RESEARCH: Oversee research endeavors in which Awsaj Institute of Education is either the lead research institution or a partner with other institutions, and supervise Awsaj staff involved directly in research, such as the Research Associate. Produce timely reports and presentations related to the status of research, including data collection and analysis. Present at local and international conferences and submit papers to appropriate peer-reviewed journals to disseminate research findings to a broad audience. |
| COLLABORATION: Facilitate collaboration with Qatar Foundation entities involved in sponsoring or supporting research, with institutions of higher education locally and internationally, and with governmental agencies, such as the Supreme Education Council. Collaborate effectively with Awsaj Institute of Education staff and stakeholders. |
5. Operating Environment, Framework & Boundaries:
|
Supports an academic calendar; 7:00 – 3:15, opportunities to attend conferences outside of Qatar. |
6. Communications and Working Relationships:
| Ability to communicate and relate effectively and positively with Senior Administrators, parents, students, staff, general, community, and partner institutions. |
7. Problem Solving & Complexity:
|
8. Decision Making Authority & Responsibility:
| This job works within broad procedures and practices that have clear precedents with operational guidance being readily available if needed. It is subject to managerial control and review of results upon completion |
9. Knowledge, Skills & Experience:
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Open Rank Special Education Faculty Position UNCG
THE UNIVERSITY OF NORTH CAROLINA GREENSBORO
SCHOOL OF EDUCATION
The Department of Specialized Education Services, School of Education, University of North Carolina at Greensboro announces the availability of an open-rank, tenure-track position in Special Education in the area of high incidence disabilities. Strong applicants will have a well-established record of research, a history of securing external funding and excellence in graduate level teaching and advising or strong potential for success in these areas.
Qualifications: Applicants should: (1) have a doctorate in special education with an emphasis in high incidence disabilities; (2) have a strong record of research and grant-writing (or show strong potential) with preference for expertise in literacy; (3) have at least three years of teaching experience with students with disabilities in K-12 environments;
Minnesota assistant professor in early childhood special education
The Department of Educational Psychology, College of Education and Human Development, University of Minnesota seeks a new faculty member to contribute to the research, teaching, and service in the area of Special Education, with an emphasis in Early Childhood Special Education (ECSE). The College of Education and Human Development includes departments with strong programs in education, child psychology, family social science, social work, and others. The new faculty member will have the opportunity to participate in and provide leadership to the development of graduate studies and professional development in the area of early intervention, with broad interdisciplinary attention across psychosocial, neurobiological, behavioral, educational, and public policy related issues regarding growth and development. This is a full-time, tenure-track position in a highly regarded college of a major urban research university with a start date of August 27, 2012.
Open rank position at Georgia State
Tenure-track, Open Rank, Special Education/High Incidence Disabilities
The Department of Educational Psychology and Special Education at Georgia State University is seeking doctoral-degreed, tenure-track faculty applicants with a thorough knowledge of high incidence disabilities. Desired applicants will have a recognized high-quality, rigorous and independent research focus, as well as documented excellence in and commitment to graduate/doctoral level instruction and mentoring.
DI research fellows competition announced
The National Institute for Direct Instruction (NIFDI), which is a not-for-profit organization that supports efforts to implement Direct Instruction (i.e., "big DI") the right way, is continuing its on-going competition for fellowships to conduct research on DI. The fellowships provide a stipend as well as additional support (e.g., training) to researchers at the masters, doctoral, or post-doctoral level. Learn more by downloading the accompanying flier (it's clickable) or going directly to the NIFDI Web site or the page about the fellowships itself.
Loyola University of Chicago Assistant Professor in Education (Special Education)
The School of Education at Loyola University Chicago announces an Assistant Professor, tenure-track position with primary teaching, research and service responsibilities in Special Education. Loyola's NCATE accredited B.S.Ed., M.Ed, and Ed.D, and Ph.D. programs prepare educators in the Chicago metropolitan area, one of the nation's liveliest educational scenes. Loyola teacher preparation and arts and sciences faculty, assisted by federal and state grants, are engaged in designing innovative curricula to prepare urban educators including special education teachers.
Loyola University Chicago is a Jesuit Catholic, research extensive university offering 36 doctoral, 77 masters, 30 dual degree, 30 certificate programs, and 69 undergraduate majors across ten schools and colleges. The School of Education offers degrees at the baccalaureate, masters and doctoral levels (Ed.D and Ph.D.). For detailed information see http://www.luc.edu/education. Starting date is August 2012 with initial review of applications beginning November 1, 2011.
The selected individual will teach undergraduate and graduate teacher preparation courses, supervise dissertations, conduct an active research and publication program, and demonstrate commitment to serving a diverse student body and profession. The candidate will work closely with professional partnerships. Additional responsibilities may include teaching graduate courses in curriculum and instruction. The selected candidate will collaborate with colleagues in general and early childhood education, as well as across other programs, to support Loyola's comprehensive training of candidates.
Required qualifications include an appropriate earned doctoral degree related to special education, experience in elementary or secondary schools in special education. Desired qualifications include undergraduate and graduate teaching experience in special education, research experience and experience in topics related to the special education field (e.g., positive behavior support, response to intervention, social and emotional learning, school-based mental health, universal design of learning).
Applicants are asked to submit (1) a letter of interest, (2) curriculum vitae, (3) samples of scholarly work, (4) copy of the doctoral degree transcript, and (5) the names and contact information of three individuals prepared to provide professional references. Direct applications to www.careers.luc.edu.
Inquiries to: Dr. Hank Bohanon, Chair, Search Committee, School of Education, Loyola University Chicago, 820 N. Michigan Avenue, 11th Floor, Chicago, IL, 60611, hbohano@luc.edu .
Link to Job Positing and Application Process www.careers.luc.edu/applicants/Central?quickFind=54332
LUC is an Equal Opportunity/Affirmative Action employer with a strong commitment to hiring for mission and diversifying our faculty. As a Jesuit Catholic institution of higher education, we seek candidates who will contribute to our strategic plan to deliver a transformative education in the Jesuit tradition. To learn more about LUC's mission, candidates should consult our website at http://www.luc.edu/mission/missionandidentity.shtml. For information about the university's focus on transformative education, candidates should consult our website at http://www.luc.edu/transformativeed. Applications from women and minority candidates are especially encouraged.
U. Washington special ed position
University of Washington
College of Education
Area of Special Education
Assistant Professor of Assessment and Instruction of Students with
High Incidence Disabilities (tenure-line position)
THE UNIVERSITY OF WASHINGTON SEATTLE, College of Education, seeks to fill a nine-month full-time position in Special Education at the level of assistant professor. We seek applicants with a doctoral degree in special education or closely related field with a scholarly focus on assessment and instruction of students with high incidence disabilities. Applicants should demonstrate an active research program in such areas as: assessment of academic skills, assessment of students with disabilities and those who struggle academically; development of effective instructional practices in reading, writing, and/or mathematics; or P-12 models of service delivery for students with disabilities.
Deborah Speece Appointed Commissioner of National Center for Special Education Research
Deborah L. Speece was named as the Commissioner of the National Center for Special Education Research (NCSER) on 23 August 2011. NCSER is the leading branch of the US government's effort to study educational innovation in special education and, as its head, Commissioner Speece will oversee a program that funds scores of research efforts including projects, evaluations, and multi-site centers throughout the US. She is the second commissioner of NCSER, and her appointment was greeted with substantial approval by the special education research community.
IES Director John Q. Easton announced the appointment of Deborah Speece as Commissioner of the National Center for Special Education Research (NCSER) effective August 23, 2011. Known for her innovative studies of the classification and diagnosis of learning disabilities, Speece is a national leader in special education research and response to intervention strategies.
Assistant Professor Position at the University of San Francisco
Assistant Professor, Tenure Track
Special Education
Department of Learning and Instruction
The University of San Francisco (USF) is a private, urban University with a global perspective that educates leaders who will fashion a more humane and just world. The core mission of the University is to promote learning in the Jesuit tradition. The University offers undergraduate, graduate, and professional students the knowledge and skills needed to succeed as persons and professionals, and the values and sensitivity necessary to be men and women for others. The University draws from the cultural, intellectual, and economic resources of the San Francisco Bay Area and its location on the Pacific Rim to enrich and strengthen its educational programs.
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