Visiting Professor of Educational Psychology and Assessment

Soka University of America announces an opening for a two-year, full-time visiting professor of educational psychology and assessment to teach in its MA Program in Educational Leadership and Societal Change, beginning August 2015. Responsibilities include teaching masters-level courses in psychology of education, educational assessment, curriculum and instruction, and research methods. In addition to advising and mentoring students in the first and second years of the MA program leading to the MA thesis, the ideal candidate will provide leadership in program evaluation, cultivate a close working relationship with public school systems as well as educational professionals in non-school settings, and serve as a liaison to providers for an optional, subsidized Summer Research Internship (SRI).  This individual will actively initiate collaborative scholarship among peers and students and mentor MA Thesis students.

Minimum Training & Experience Requirements: The candidate will have an earned doctorate either in educational psychology or in education with an emphasis on educational leadership in addition to licensure in educational psychology. Rank is open. However, a record of teaching and research excellence is required. In addition to demonstrating strong quantitative analytical skills, the ideal candidate will be able to demonstrate a firm grasp of global trends and issues in education and educational psychology, including past and present methods of school assessment and current curricular standards. Some leadership experience in P-12 or in a closely related field is a plus.

Please attach:

·      Cover letter

·      Vitae

·      A list of three professional references (include name, address, phone number)

·      A statement giving (or refusing) authorization for email communication to be used to convey the status of a candidate’s application during the search process.

Review of applications will begin on November 14, 2014 and continue until the position is filled.

Send to:  John M. Heffron, Ph.D.

Director, MA Program in Educational Leadership                and Societal Change

c/o Human Resources

1 University Drive

Aliso Viejo, CA  92656

Email: jobs@soka.edu

For information about the University and its new MA Program, please visit www.soka.edu. Please direct any questions to John M. Heffron at heffron@soka.edu.

Soka University of America is an equal opportunity employer

Assistant Professor, Educational Leadership and Policy (ElP) at the University at Buffalo 

The Department of Educational Leadership and Policy (ElP) at the University at Buffalo is seeking a tenure track assistant professor in educational administration with scholarly interests in instructional leadership, institutional policy analysis, economics of education, and data analysis that informs school improvement, student achievement and/or teacher performance in P-20 learning contexts. The individual will have expertise in quantative research methodologies and will have some experience working on funded projects. The individual will be working with faculty and students in the Educational Administration program, and a new joint MA program in Economics and Education Policy Analysis (EEPA) between ELP and the Economics Department. As part of the research team, he/she will contribute to the Center of Excellence on Human capital, Technology Transfer, and Economic Growth and Development pertaining to collaborative research on major educational policy issues, the private and social returns on investments in learning and training, and the role of human capital in promoting economic development. The successful candidate is also expected to develop and teach courses relevant to the EEPA program with an international orientation designed for education leaders.
The University at Buffalo (UB) is a flagship institution in the State University of New York (SUNY) system and a member of the Association of American Universities. For the last five years, UB was named one of the "Great Colleges to Work For" by the Chronicle of Higher Education.

The Buffalo-Niagara Falls region features four seasons of activities and events from arts, culture, and historical tourism to professional sports and environmental splendor. The city of Buffalo is consistently voted a top arts and culture destination. To learn more about the Buffalo-Niagara Falls area, visit http://www.buffalo.edu/about_ub/the-buffaJo-niagara­ region.html
candidates should have a Ph.D. in Educational Administration, Education Policy, Economics, Public Policy, Comparative Education, or a related area. Candidates should have a record of research experiences/publications and a research agenda that embrace the above-mentioned fields as well as an interest and a demonstrated potential for program development and obtaining external funding. Non-US candidates that meet the above criteria are encouraged to apply.

Preference will be given to candidates with record of research and teaching experiences/publications and a research agenda that embrace the above-mentioned fields as well as an interest and a demonstrated potential for program building and obtaining external funding. Non-US candidates that meet the above criteria are encouraged to apply.


Competitive and commensurate with qualifications and experience
The Department of Educational Leadership and Policy (ELP) at the University at Buffalo is seeking a tenure track assistant professor in educational administration with scholarly interests in instructional leadership, institutional policy analysis, economics of education, and data analysis that informs school improvement, student achievement and/or teacher performance in P-20 learning contexts. The individual will have expertise in quantitative research methodologies and will have some experience working on funded projects. The individual will be working with faculty and students in the Educational Administration program, and a new joint MA program in Economics and Education Policy Analysis (EEPA) between ELP and the Economics Department. As part of the research team, he/she will contribute to the Center of Excellence on Human capital, Technology Transfer, and Economic Growth and Development pertaining to collaborative research on major educational policy issues, the private and social returns on investments in learning and training, and the role of human capital in promoting economic development. The successful candidate is also expected to develop and teach courses relevant to the EEPA program with an international orientation designed for education leaders.

Contact Name: Dr. Nathan Daun-Bamett
Contact Title:  Associate Professor
Contact Phone/Extension: (716) 645-1096
Contact Email:  nbarnett@buffalo.edu
 

Required Applicant Materials:

Cover Letter
Contact Information for References 
Research Statement
Teaching Statement
Writing Samples
CV
Cover Letter Resume

AERA-Measures of Effective Teaching (MET) Dissertation Fellowship

AERA announces its AERA-Measures of Effective Teaching (MET) Dissertation Fellowship application competition for graduate students. This program provides mentoring and funding support to develop research skills and conduct studies in education related fields and topics using the MET longitudinal data set. We are seeking your assistance in sharing this information and identifying potential candidates. Information about the program, eligibility requirements, and application instructions are available at http://www.aera.net/AERAfundingopportunities. Below is a brief description. The application deadline is December 15, 2014.

You may contact me at fellowships@aera.net or 202-238-3200 if you have any questions or concerns.

Best regards

George L. Wimberly

Director of Social Justice and Professional Development

About The AERA-MET Dissertation Fellowship Program

Deadline: Monday, December 15, 2014

AERA with funding support from the Bill and Melinda Gates Foundation is pleased to announce a dissertation fellowship program to support graduate students in education research to conduct secondary data analysis using the Measures of Effective Teaching (MET) Longitudinal Database. The AERA-MET Dissertation Fellowship Program provides funding and professional development and training to dissertation stage graduate students who use the MET data to address research questions and examine issues that will contribute to knowledge about teaching and learning. The program supports high-quality science undertaken by the education research field through dissertation research on topics related to teaching and instruction, the effects of the classroom and school climate, student achievement, children and youth, and other educational issues. The application deadline is December 15, 2014.

Project dates

AERA is somewhat flexible on research project dates, depending on what is best for the applicant. The earliest date a grant may start is May, 2015. 

Eligibility

Eligible graduate students for the AERA-MET Dissertation Fellowship Program will be at the dissertation stage in an accredited graduate program in education research or another social or behavioral science disciplinary or interdisciplinary field, such as sociology, economics, psychology, or political science. Applicants must be U.S. citizens or U.S. permanent residents enrolled in a doctoral program. Underrepresented racial and ethnic minority researchers and women are strongly encouraged to apply. Applicants should be familiar with the principles and framework of the MET study and the instruments and methods used to collect the data.

Direct any questions about the AERA-MET Dissertation Fellowship, eligibility requirements, or submission process to fellowships@aera.net or 202-238-3200. 

Visit the AERA-MET Dissertation Fellowship Program website for Call for Proposals and online application.

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American Educational Research Association

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Washington, DC 20005

www.aera.net

Submission for Teachers College Record

The editors invite submissions for a special issue of Teachers College

Record devoted to the intersection of high-stakes testing

accountability practices and special education services.

The theme of this special issue focuses on the ways in which

high-stakes testing accountability systems interact with special

education instructional and referral practices. We already know that

minority students and English Language Learners are disproportionately

identified for special education services—identification practices

that can have deleterious effects on academic outcomes. However, we do

not know the extent to which consequential standardized testing

systems influence how these students are identified or treated, and

what types of educational opportunities are offered/withheld.

Therefore, a primary goal of this special issue is to look at how

high-stakes testing pressures influence special education labeling,

expectations, and instructional practices and to examine their impact

on students’ psychological and motivational processes and associated

phenomena such as the stereotype threat, learned helplessness, and

self-fulfilling prophecies.

We welcome theoretical/empirical submissions in the following areas:

(a) Analyses on the ways in which high-stakes testing accountability

systems inform/influence special education referral, identification,

and instructional practices; and (b) The social, psychological,

motivational, and academic effects of special education

identification/determination in high-stakes testing contexts.

We are especially interested in these topics as they relate to

students of culturally and linguistically diverse background and

English Language Learners.

We welcome a full range of theoretical and methodological approaches.

Review of proposals will begin immediately; for consideration please

submit a 500-word abstract to Sharon Nichols (Sharon.Nichols@utsa.edu)

by November 30, 2014. Authors will be notified of acceptance by

December 15, 2014. Authors of accepted proposals will be invited to

submit a full manuscript for this special issue by March 15, 2015. All

manuscripts will be subject to a peer-review. Questions should be

directed to Guest Editors Sharon Nichols (Sharon.Nichols@utsa.edu) or

Felicia Castro-Villarreal (Felicia.CastroVillarreal@utsa.edu)

The Assumption College Women’s Studies Program presents

Sally Campbell Galman. Ph.D.

Associate Professor Dept. of Teacher Education & Curriculum Studies University of Massachusetts Amherst

Anthropologist of Education, Visual Artist, and Author

When “Brave” is a dress:

Preschoolers, power, gender and play

The children's media enterprise has come a long way since Cinderella, as characters ranging from ice princesses to boy pirates grapple with the slippery contours of gender normativity.

But how do children make sense of their newly configured, even empowered, heroes and heroines? How do they work out discordant role models in their pretend play and dress-up adventures?

What is the new gender order among the youngest children? Why should it matter to college students?

Anthropologist of Childhood Sally Campbell Galman will share stories and findings from two years and over 500 hours of observing preschoolers engaging in pretend play and story telling.

Tuesday, November 4, 2014

6:30 pm

Kennedy 112—Alden Trust Auditorium