Oregon State University has opened a .75 FTE Assistant Professor of Practice with an emphasis on Early Learning Policy as well as teaching and service within the College of Public Health and Human Sciences. The position is a joint position affiliated with OSU's Extension Family and Community Health program and Human Development and Family Studies Program. The position involves early learning policy research, collaborating with state and national partners, and teaching. Oregon is an exciting state in which to work in early learning given longstanding partnerships. Oregon State University (OSU) has strong early learning faculty of which the new person will become a part, including Megan McClelland, Shannon Lipscomb, Bridget Hatfield, Shauna Tominey, and others as well as a strong team of research assistants and associates. This faculty member will also lead the almost 30-year-old Oregon Child Care Research Partnership, which brings together state, T/TA, and other researchers in Oregon with the aim to provide information to state-level decisions makers on early learning and care.
Assistant Professor (Practice) - jobs.oregonstate.edu (listed at https://jobs.oregonstate.edu/postings/44001 .Please see Special Instructions for more details. When applying you will be required to attach the following electronic documents: A resume/CV; and) Megan McClelland, Ph.D. Katherine E. Smith Healthy Children and Families Professor Core Director, Healthy Development in Early Childhood 245 Hallie E. Ford Center for Healthy Children & Families Oregon State University Corvallis, OR 97331 Phone: 541-737-9225 Fax: 541-737-2072 E-mail: [email protected] Faculty Link: http://health.oregonstate.edu/people/mcclelland-megan Website: http://health.oregonstate.edu/labs/kreadiness
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We are seeking a project coordinator to work with the Developmental Social Neuroscience (DSN) Lab headed by Dr. Jennifer Pfeifer (http://dsn.uoregon.edu/), on an NIMH-funded prospective longitudinal study of risk for adolescent-emergent mental health problems in girls as they transition through puberty. In a community sample of 170 girls (initial age 10-13 years), the project will assess: i) levels of adrenal and gonadal hormones associated with pubertal development, as well as anthropometric data and secondary sex characteristics; ii) brain structure, anatomical connectivity (diffusion tensor imaging), and resting-state functional connectivity; iii) brain functioning and behavior related to social process (self-evaluation, mentalizing, and affiliation); and iv) mental health symptoms (particularly of depression, anxiety, and deliberate self-harm). These measures will be collected three times over five years (every 18 months). The rich multilevel dataset will be analyzed using advanced statistical modeling techniques to describe the cross-sectional and longitudinal relationships between developmental patterns in each of these domains. The project coordinator will also interact extensively with Dr. Nick Allen, Co-I on the study and director of the Affective Development and Psychopathology Team (ADAPT). You can learn more about the project at: http://dsn.uoregon.edu/tag/. We are seeking a highly motivated individual to help with this study and contribute to day-to-day operations of the lab. Candidates should be independent workers who are quick to learn new skills and have excellent organizational skills. Given the scope of the project, a combination of the following qualities, skills, and interests are highly desirable.
Minimum qualifications: · Bachelor’s or master’s degree in Psychology, Neuroscience, or a related discipline. · Prior research experience, particularly collecting data with children and/or adolescents · Highly efficient and organized approach to work, with strong attention to detail and thoroughness. · Ability to manage multiple tasks; exceptional time management skills. · Excellent organizational, interpersonal, and communicative skills, including the ability to function effectively as a team member and team leader. · Experience working in a team environment, requiring participatory decision-making and cooperative interactions among employees. · Ability to learn quickly and work independently, with supervision as needed. Preferred qualifications: · Some experience conducting research with clinical populations, particularly any experience with adolescent clinical populations or any experience with the Kiddie Schedule for Affective Disorders and Schizophrenia; or strong desire to gain this experience in a research setting. · Some experience with acquiring, analysing, and interpreting MRI research (in at least one of the modalities listed above). · Strong computer, statistical, and technical skills and/or a willingness to learn (e.g., Matlab, Python, R, SPM, FSL, AFNI, or similar platforms). · Some experience in collecting and analyzing data relevant to pubertal development, which may include collecting biological samples for hormonal assays. · Interest in social cognition, self development, motivation, depression, and/or anxiety. · Interest in community outreach (primarily at schools). The project coordinator appointment is an initial 12 month contract with potential to renew, depending on productivity and fit. Applicants desiring to stay for a minimum of two years are preferred. To apply, please submit a CV and a cover letter, attention: Dr. Jennifer Pfeifer, describing research interests and expertise, including at least three references, and clearly identifying your interest in the particular position at https://academicjobsonline.org/ajo/jobs/7706. The ideal start date is between July 5, 2017 and August 1, 2017, but this is flexible for the right candidate. Review of applications will begin immediately and continue until the position is filled. About the Position
The postdoctoral scholar will join an existing research group dedicated to conducting research and proposing policy solutions aimed at improving how our nation prepares, supports and rewards the early care and education workforce to ensure young children’s optimal development. The primary responsibilities will be directly related to work on SEQUAL (Supportive Environmental Quality Underlying Adult Learning) and related workforce research projects. SEQUAL is a multi-purpose assessment tool for examining and improving environments in which early childhood teaching staff work and learn. A series of SEQUAL studies are being implemented in different communities across the United States to investigate how early childhood teachers’ work environments contribute to their well-being and support or undermine efforts to improve and sustain program quality over time. SEQUAL generates community-level data to document issues related to early educator well-being, compensation, and equity across job roles. These data can be used to inform implementation of federal policy, state and local approaches to professional development and quality improvement initiatives and financing ECE services. The postdoctoral scholar will play a primary role in the research design and implementation of the studies, will conduct and analyze original research, analyze extant SEQUAL data, and prepare material for policy reports and peer review publication. The successful candidate will work closely with the research team in all aspects of the projects and will also have the ability to work independently and lead aspects of the research; have excellent oral and written skills; and have a strong background in research design and quantitative analysis. Application Review Date The first review date for this position is June 20th. Position will remain open until filled. Specific Responsibilities
Qualifications A Ph.D. or equivalent degree in early childhood education, child development, human development, experimental or quantitative psychology or a related field is required by the start date.
Salary & Benefits Salary is commensurate with experience and includes an excellent benefits package. To apply To view the full job listing and apply go to: https://aprecruit.berkeley.edu/apply Search the JobID #JPF01388 Equal Employment Opportunity The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status. Jefferson County Schools, located in West Virginia’s Eastern Panhandle, is seeking a Full Time position for the 2017-2018 school year with the opportunity to extend contract.
Responsibilities:
Jefferson County Schools 110 Mordington Avenue Charles Town, WV 25414 (304)-724-9741 Visiting assistant professor position in developmental or clinICAL area at seton hall university6/5/2017 Visiting Assistant Professor position in Developmental or Clinical area at Seton Hall University, South Orange, NJ, USA.
The Department of Psychology at Seton Hall University (https://www.shu.edu/academics/artsci/psychology/) invites applications for a full-time Visiting Assistant Professor position in the area of clinical or developmental psychology to begin in Fall 2017. http://jobs.shu.edu/cw/en-us/job/492899/visting-assistant-professor-of-psychology Duties and Responsibilities: Primary responsibilities include teaching four undergraduate courses per semester and holding a minimum of 4 office hours per week. The specific courses will vary based on a combination of departmental needs and instructor specialization, but they are likely to include courses across the developmental spectrum such as Child, Adolescent, and Adult Development, or clinically-oriented courses such as Abnormal, Personality, and Psychological Testing. Required Qualifications: College-level teaching experience is required. A doctoral degree is preferred, but ABD or master’s level candidates will be considered. Physical Demands: General Office Environment Special Instructions to Applicants: Please submit a cover letter, CV, teaching philosophy, demonstration of teaching effectiveness, and the names of 3 references who can speak to teaching qualifications at jobs.shu.edu/. Review of applications will begin on June 1 and will continue until the position is filled. Questions about the position should be sent to the department chair, Dr. Amy Hunter ([email protected]). The person in this position is required to perform his or her duties at all Seton Hall University locations and facilities, as assigned. Join our team! New position available as a psycho-educational evaluator at MIT working with Dr. John Gabrieli and Dr. Joanna Christodoulou
Apply here: http://bit.ly/2rg1460 PSYCHO-EDUCATIONAL EVALUATOR, McGovern Institute for Brain Research, to administer and score standardized cognitive and language assessments in children, adolescents, and adults; and train and supervise colleagues to administer and score selected tests. Responsibilities will include collaborating with clinical and basic science investigators to organize and implement research protocols; maintaining accurate paper and electronic records for subject evaluations; assisting with efforts to identify and recruit language- and reading-based learning impaired participants; and performing related duties as needed. The position offers an opportunity to assist with the collection of clinical and basic science data, including human neuroimaging (MRI, EEG) and behavior. Job Requirements REQUIRED: a bachelor's degree (master’s preferred) in psychology or other relevant area; and a minimum of two years’ clinical work experience working with children, adolescents, and their parents (clinical experience must be clear from the job application and from recommenders); proficiency with standard computer software (word processing, spreadsheet, etc.) and comfort learning new computer applications and tasks; strong analytical and research skills; detail orientation; ability to work independently; and excellent interpersonal and communication skills. Job #14728 Application material should include a list of tests and associated level of expertise with them. This may be included as part of the cover letter or resume. The Science of Learning Institute and the Department of Cognitive Science at Johns Hopkins University is seeking a highly qualified post-doctoral research fellow to join an interdisciplinary research team to develop and evaluate a novel spatially-enhanced 3rdgrade science curriculum and teacher supports. This project is a newly-funded 4-year collaborative partnership between cognitive scientists, developmental scientists, and educators to advance evidence-based STEM educational student and teacher practices through a new curriculum and professional development.
The fellow will work collaboratively with an interdisciplinary team of scientists and educators on the project, and will be involved in all aspects of the research, including (1) working with school district curriculum developers and leaders to develop the curriculum and teacher supports, (2) developing and piloting measures, (3) conducting focus groups and field-tests of the curriculum and teacher training, and (4) evaluating the effectiveness of the curriculum and teacher training compared to a control group. There will be substantial opportunity for the fellow to broaden his/her translational science and evaluation skill set as well as to interact with the Science of Learning community at Johns Hopkins and the education community in Maryland. Project Background and Aims: The United States faces several key challenges regarding Science, Technology, Engineering, and Mathematics (STEM) education and training: we consistently score at or below average proficiency levels on math and science international assessments (OECD, 2012) and the demand for STEM jobs is outpacing the supply of well-trained workers (U.S. Congress Joint Economic Committee, 2012). These statistics have motivated new approaches to K-12 STEM education such as the Common Core State Standards for math and the Next Generation Science Standards (NGSS). Such efforts aim to facilitate students’ knowledge and scientific problem solving relevant to STEM careers (National Governors Association Center for Best Practices, 2010; NGSS Lead States, 2013); however, students may lack a critical building block underlying success - spatial thinking. Decades of research show that spatial thinking skills are related to entrance into and achievement within STEM fields (Shea, Lubinski & Benbow, 2001; Wai, Lubinski & Benbow, 2009). Despite the apparent value of students “learning to think spatially,” virtually no efforts have been made to infuse spatial research into science curricula. The goal of this partnership between Johns Hopkins University (JHU) and Prince George’s County Public Schools (PGCPS) is to advance evidence-based STEM educational student and teacher practices through new curriculum and professional development. The project has three specific aims:
The ideal candidate will be passionate about the translation of research to practice and will have the following training and specialized knowledge and skills. Salary and benefits are competitive and commensurate with experience. ·Ph.D. in Cognitive Science, Psychology, Developmental Science, Education, or related field required. ·Knowledge of spatial thinking skills required. Knowledge should include a deep understanding of (1) how these skills develop in children and adults, (2) what tools/techniques facilitate their development, and (3) the connection between spatial thinking skill and achievement in Science, Technology, Engineering, and Mathematics. ·Knowledge of human learning and child development preferred. ·Knowledge of elementary science education preferred. ·Ability to work effectively with a wide variety of people across different environments, including senior leadership and staff across academic sectors and education. ·Ability to synthesize literature and write in a clear, concise manner for educational audiences. ·Demonstrate strong organization, problem-solving, and project management skills. ·Demonstrate excellent written and oral communication skills. ·Demonstrate a high degree of professionalism. ·Extensive, working knowledge of Microsoft Office Suite (Excel, PowerPoint, Word, Publisher, etc.), Adobe Acrobat Professional, and statistical software (e.g., SPSS) required. Knowledge of other presentation, word processing, publishing, data management, and website development software preferred. ·Experience with Adobe Creative Suite (Photoshop and Illustrator) or other graphic design software preferred. Applications: Applicants should submit the following information to Dr. Kristin Gagnier ([email protected]): ·Letter of interest, with a brief overview of the applicant’s (a) expertise in spatial thinking, (b) knowledge of science education, human learning, and/or child development, (c) his/her qualifications for the position, (d) how the postdoctoral fellowship will build upon his or her current training, and (e) how the postdoctoral fellowship will facilitate his/her career goals. ·The names of three references who will be writing recommendation letters. · CV ·2 writing samples and 2 presentation samples, preferably for different target audiences (e.g., scientists, teachers) Applications will be reviewed promptly. The position can start July 1 but will be open until the right candidate is identified. For more information, interested applicants are encouraged to contact Dr. Kristin Gagnier ([email protected]). Children acquire language by interacting with their caregivers and others in their social environment. When children start to talk, their sensory-motor intelligence (visual perception, body movement, navigation, object manipulation, auditory perception and articulatory control) is already reaching a high level of competence. Importantly, communication is based on representations and skills that have started to develop much earlier and that are shaped already in first (social) interactions. These interactions are multimodal in nature and vary across contexts. The contexts vary not only across developmental time and situations within individuals, but also between individuals, socio-economic groups and cultures. Continuously, representations become further enriched in ongoing interactions and across different contexts.
Even though there are various efforts in developmental robotics to model communication, the emergence of symbolic communication is still an unsolved problem. We are still lacking convincing theories and implementations that show how cooperation and interaction skills could emerge in long-term experiments with populations of robotic agents or how these skills develop in children. Importantly, the continuous acquisition of knowledge in different contexts and being able to further enrich the underlying representations provides a potential powerful mechanism (cross-situational learning), which is already well recognized in learning in children. Still, we need to know more about how children recognize contexts and how their language learning benefits from different language use varying across contexts. THEMES ------------ This special issue aims at surveying the state of the art of the emergence of communication which requires combining and integrating knowledge from diverse disciplines: developmental psychology, robotics, artificial language evolution, complex systems science, computational linguistics and machine learning. Topics relevant to this special issue include, but are not limited to - Psychological experiments on language learning in children - Corpus-based approaches to language acquisition - Language learning models for all stages of acquisition (gesture learning, early lexicon and grammar) - Representations for language learning (sensorimotor schemas, constructions, neural networks, mirror neurons) - Cognitive architectures and strategies for language learning - Cross-situational learning - Language acquisition and development of self-awareness - Role of context in language learning - Role of embodiment in language learning - Role of multimodality (gesture, gaze etc) in language learning - Role of social interaction and joint attention - Co-development of skills, e.g. motor and language skills; integration of natural language grounding into perception-action cycles - Connection with cultural and biological evolution of language SUBMISSION ------------------- Manuscripts should be prepared according to the "Information for Authors" of the journal found at http://cis.ieee.org/publications.html and submissions should be done through the IEEE TCDS Manuscript center: https://mc.manuscriptcentral.com/tcds-ieee and please select the category "SI: Language Learning". 31. August 2017 - Deadline for manuscript submissions The publication will be in early 2018. FURTHER INFORMATION ------------------------------------ For further information, please contact Malte Schilling ([email protected]) or Michael Spranger ([email protected]) and see the website for the special issuehttps://sites.google.com/view/tcds2017language GUEST EDITORS ------------------------ Prof. Chen Yu, Indiana University, United States, [email protected] Prof. Katharina Rohlfing, Paderborn University, Germany, [email protected] Dr. Malte Schilling (corresponding guest editor), CITEC, Bielefeld, Germany, [email protected] Dr. Michael Spranger (corresponding guest editor), Sony Computer Science Laboratories Inc. Tokyo, Japan, [email protected] Dr. Paul Vogt, Tilburg University, The Netherlands, [email protected] This two-day workshop will bring together different perspectives on event cognition, joining forces from the fields of (psycho-)linguistics and language typology (including multimodal communication), neuroscience (perception, action and memory) and developmental science. We aim to identify general principles in event cognition shaped by our underlying neurobiological and cognitive infrastructure, and the domains in which the human capacity for language(taking into account cross-linguistic diversity and multimodality) may influence event perception and understanding.
The workshop will be organized in thematic sessions, with invited lectures and discussions by renowned scholars, plus a poster session. Confirmed invited speakers Gerry Altmann (University of Connecticut) Silvia Gennari (University of York) Sarah Gerson (Cardiff University) Peter Hagoort (MPI & Donders) Angeliek van Hout (University of Groningen) Yuki Kamide (University of Dundee) Anna Papafragou (University of Delaware) Brent Strickland (ENS & Institut Jean Nicod) Christiane von Stutterheim (Heidelberg University) Jeffrey Zacks (Washington University, St. Louis) Call for submissions We invite submissions of anonymous abstracts for paper or poster presentations on recent work on one or more of the workshop themes. We also welcome submissions for poster presentations on ongoing work or new project proposals. Submissions should be in Word or PDF format, maximally 500 words (excluding references), and sent to [email protected] Abstract submission deadline: ** June 15, 2017 ** (extended) Notification of acceptance: July 15, 2017 Workshop dates: October 27-28, 2017 Location: Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands Workshop organizers: Monique Flecken (MPI) Ercenur Ünal (Radboud & MPI) Aslı Özyürek (Radboud & MPI) Website: http://www.mpi.nl/events/evrep We gratefully acknowledge funding by the MPI for Psycholinguistics and by the Netherlands Organisation for Scientific Research (NWO) (VICI grant). |
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