Folks at the University of Oregon’s Center on Teaching & Learning (CTL) are hoping to fill the second year of an IES post-doc with a hard-working, recent Ph.D. graduate interested in academic interventions and assessment. This is a one-year appointment. Although the start date is 1 September 2015, it’s possible that date is flexible (e.g., the postdoc could start later in 2015 and be funded later into 2016). More information about CTL and our projects can be found here: http://ctl.uoregon.edu/. Download a PDF describing the position.
The University of Missouri’s Quality Elementary Science Teaching (QuEST) program is searching for a postdoctoral scholar. The person filling the position would work on designing, delivering, and studying a practicum-based professional development model for K6 teachers in science teaching. The position, which is funded by the National Science Foundation, would begin 1 July 2015.
For a full description and detailed contact information, download the accompanying PDF.
Post-Doctoral Fellowship Position
Children’s Learning Institute
UT Health: The University of Texas Health Science Center at Houston
The Children’s Learning Institute (CLI) at the University of Texas Health Science Center at Houston invites applications for an Institute of Education Sciences sponsored 2-year Post-Doctoral Fellowship. The CLI has several federal- and state-funded projects in language and literacy, with a particular emphasis on preparing young “at risk” children for school and on understanding and addressing learning difficulties in school-age children and adolescents. Postdoctoral training is available in either a preschool or school-age strand with opportunities to obtain expertise in research on English Language Learning.
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Michael Epstein is searching for individuals with earned doctoral degrees in special education, psychology, or social work (or related disciplines) who are interested in developing research skills in the area of emotional and behavioral disorders (EBD) by working on studies of programs and services for children and youths with EBD. Applications are open as of the date of this announcement and will be reviewed as they are submitted. Start dates begin August 2013 but are flexible. Download a PDF description of the post-docs for additional information.
Here is an annual announcement about a research opportunity in reading.
Scholars in the field of reading research are encouraged to submit applications for the 2011-2012 Jeanne S. Chall Research Grant. The purpose of this grant is to provide a stipend for a scholar to spend a period of time (usually from 2-8 weeks) at the Harvard Graduate School of Education to conduct research utilizing the Jeanne S. Chall Collection on the Teaching of Reading housed in the Monroe C. Gutman Library’s Special Collections Department. Additionally, the researcher will have access to other extensive reading resources available in Special Collections, Gutman Library and elsewhere at Harvard University. The Chall Collection consists of books and other materials related to the history of reading research and the teaching of reading, spanning both the 19th and 20th centuries. Most of the materials are dated from the 1950s through 1980s and include reading textbooks, curriculum sets, and scholarly works.
The research should focus on beginning reading, reading instruction, reading difficulty, or other related topics in the field. Additionally, projects may be historical in nature, focus on textual analysis, or relate to the research and writing of Jeanne Chall. The award will support travel to and from Cambridge and other expenses (up to a total of $2500). Applicants must hold a doctoral degree from an accredited institution of higher learning. Please include a current resume and a project proposal not exceeding 750 words in length. The proposal must include the applicant’s plan to disseminate the work resulting from her or his research. The application deadline is Friday May 13, 2011.
Send to Edward Copenhagen, Special Collections Librarian, Harvard Graduate School of Education, Gutman Library, 6 Appian Way, Cambridge, MA 02138; e-mail submission to: edward_copenhagen [at] harvard [dot] edu
POSTDOCTORAL FELLOWSHIP IN ADOLESCENT PREVENTION SCIENCE
VIRGINIA COMMONWEALTH UNIVERSITY
CLARK-HILL INSTITUTE FOR POSITIVE YOUTH DEVELOPMENT
The VCU Clark-Hill Institute for Positive Youth Development is seeking up to four post-doctoral scholars (full-time) to collaborate on a large-scale community-based intervention project. The Institute is a National Academic Center of Excellence on Youth Violence Prevention funded by the Centers for Disease Control and Prevention. The Institute is housed in the VCU Department of Psychology, but faculty, staff, and students from the School of Education, Department of Epidemiology & Community Health, School of Government & Public Affairs, and Department of Psychiatry, are also represented. The Institute’s mission is to empower youth, schools, families, and other stakeholders to promote the healthy, safe, and otherwise positive development of youth from early adolescence through emerging adulthood. Faculty within the Institute are engaged in a variety of research projects representing both applied research (e.g., risk and protective factors associated with youth violence) and development and evaluation of preventive interventions in school and community settings. Continue reading VCU post-docs in positive youth development
Professor Robert Savage of the Faculty of Education, McGill University (Montreal, Canada) is entertaining expressions of interest in post-doctoral research assistantships. Canada is building world-class research capacity by recruiting top-tier post-doctoral researchers at an internationally competitive level of funding and positioning them for success as the research leaders of tomorrow.
Canada’s Banting Postdoctoral Fellowships are part of a long-term investment for developing science and technology leadership for the future. The awards, prestigious two-year fellowships worth $70,000 per year, are open to both Canadian and international researchers who have recently completed a Ph.D., Ph.D.-equivalent, or health-professional degree.
Continue reading Post-docs at McGill in reading and spelling research
The University of Kansas (KU) Department of Special Education has multiple VISITING ASSISTANT PROFESSOR (VAP) positions available during the 2010-2011 academic year for early-career individuals (i.e., doctoral program completion within the past three years) in early childhood special education, Autism Spectrum Disorders (ASD), and low- and high-incidence disabilities.
These early-career visiting faculty positions are designed to provide recent doctoral program graduates with a “post-doctoral” experience with an emphasis on teacher education knowledge and skills development and related research and writing with KU faculty, staff, and students. Positions may be renewed for a second year based on Department need and VAP performance.
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Postdoctoral Fellowship on Reading Disabilities and Response To Intervention
The Meadows Center for Preventing Educational Risk and the Department of Special Education at the University of Texas are seeking applications for two qualified candidates interested in participating in a two-year, IES-funded postdoctoral training program designed to promote the conduct of methodologically-rigorous research on reading disabilities and response to intervention. Training for fellows will begin in August, 2008 or August, 2009, depending upon the applicant’s schedule, and involve (a) mentored professional development, independent writing, and grant development; (b) immersion in large-scale, federally-funded applied education research drawing from multiple disciplines (e.g., educational psychology, special education); and (c) didactic research training. Fellows will have an opportunity to assume a leadership role on at least one large-scale research project directed by the Training Director. Within this role, they will have an opportunity to (a) assist in the conceptualization and management of existing and follow-up research, (b) apply methodological and data analytic approaches in addressing research questions, and (c) supervise data collection/ management/ analysis and implementation efforts. In addition, they will be encouraged to establish unique and independent strands of research culminating in the solicitation of future grant funding. At the conclusion of their experience, fellows will be exceptionally well poised to assume roles in institutes of higher education, research centers, and training programs that have as their priority advancing the scientific basis of educational programs.
Qualified applicants will have obtained a degree in educational psychology, special education, or a related field by August, 2008. Applications will be reviewed starting July 1, 2008 and remain open until both positions are filled. Those with a background in reading disabilities, methodology, school-based intervention delivery, family-school partnerships, or response-to-intervention (RtI) are strongly encouraged to apply. Applicants should have a basic understanding of research design and analysis for randomized group designs and educational and psychological measurement. The following application materials are required: (a) a cover letter describing professional research interests, research experience, methodological and statistical training, and professional development and research goals to be pursued during the fellowship; (b) a complete vita; and (c) two letters of recommendation (at least one from a faculty advisor or mentor). Application materials should be submitted to Dr. Sharon Vaughn, Director, Meadows Center for Preventing Educational Risk, University of Texas, Austin, Texas, 78712, or electronically to Kshumake @ mail.utexas.edu.
The Meadows Center for Preventing Educational Risk is an interdisciplinary Center of Excellence that promotes and supports a vibrant grant-active culture in the College of Education and across University of Texas. The Center is a highly prolific research entity that pursues and secures competitive funding with a high rate of success. It is closely affiliated with the Departments of Special Education and Educational Psychology, which offer master’s and doctoral programs and coursework in Quantitative and Psychometric Methods; School Psychology and Counseling Psychology (both APA-accredited); Cognition, Learning, and Instruction; and Cultural Studies and Development.
Vanderbilt University is inviting applications for post-doctoral fellows in the two year Postdoctoral Intervention Research Program in Special Education. Fellows will work closely with a faculty advisor in the Department of Special Education matched to their interests in intervention research and with Karen Harris, Project Director. The special education faculty at VU are nationally recognized as leaders in intervention research in special education (see http://peabody.vanderbilt.edu/Microsites/Academic_Department/Special_Education.xml for more information). Fellows are sought across the areas of Early Childhood, High Incidence (EBD/LD/ADHD and other struggling learners) and Severe Disabilities. Participating advisors include: Donald Compton, Stephen Elliott, Doug Fuchs, Lynn Fuchs, Steve Graham, Karen Harris, Mary Louise Hemmeter, Ann Kaiser, Craig Kennedy, Kathleen Lane, Joseph Wehby, Mark Wolery, and Paul Yoder. Fellows will be prepared to make a difference in intervention research though (1) intensive mentoring by appropriate faculty members and the Project Director, (2) additional rigorous training in research methods and the science of learning beyond that received in their doctoral programs and tailored to their individual interests in intervention research, (3) concentrated experiences in one or more currently funded intervention research programs, (4) participation in an Intervention Research Reading Group that will allow intense study of critical works on intervention research, and (5) experience in writing IES research proposals, writing for publication, and presenting at research conferences. Upon completing this postdoctorate, fellows will have begun to build a programmatic line of research that will have significant impact on practice and the field of special education.
Qualifications: Applicants should have a doctoral degree in special education or related area. Assistant professors as well as recent doctoral graduates are encouraged to apply.
Applicants should send a letter of application indicating their areas of interest in intervention research and relevant work, CV, and a list of references to Karen Harris (Karen.Harris @ Vanderbilt.edu). U.S. citizenship or permanent residency required. Start dates are flexible, beginning August, 2008. Applications will be reviewed as received. Vanderbilt University is an Affirmative Action, Equal Opportunity Employer. Members of under-represented minority groups are strongly encouraged to apply.
Post Doctoral Position Available at the Cambridge Center
The Cambridge Center for Behavioral Studies is looking for a Post Doctoral Fellow (Post Doc) to assist with grant supported research starting August 16, 2008. The Post Doc will work with Philip N. Chase, Incoming Executive Director of the Cambridge Center on an evaluation project involving a Web-enabled middle school mathematics curriculum.
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