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]).
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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] Job Description:
The Psychology Department of the Social Science Division of the College of Arts and Sciences, Widener University, invites applications for a tenure-track Assistant Professor position to begin in August, 2017. This position will have a teaching load of 3-4 courses per semester. An ability and willingness to teach adulthood and aging courses with a laboratory component is essential. Experience with service learning courses is desirable. The candidate should also be able to teach some of the following courses: introduction to psychology, abnormal psychology, personality psychology, and other courses in the candidate's area of expertise. A history of research in developmental psychology or a related field is desirable and the candidate should show a willingness to involve undergraduate students in his or her research program. The candidate will also be expected to serve as an academic advisor for undergraduate psychology majors and demonstrate service to Widener University. Job Qualifications: Candidates should have a Ph.D. in developmental psychology or a related field in psychology. An ability and willingness to teach adulthood and aging courses in developmental psychology is essential. Applicants must complete the online application at https://widener.igreentree.com/CSS_External/CSSPage_Welcome.asp and upload a cover letter, curriculum vita, statement of teaching philosophy, evidence of teaching effectiveness, statement of research philosophy. In addition, three confidential letters of reference should be sent to [email protected]. Review of materials will begin immediately and continue until June 15th. Widener University, an independent, metropolitan University, connects curricula to social issues through civic engagement. Dynamic teaching, active scholarship, personal attention and experiential learning are key components of the Widener experience. Located in Chester, PA, Widener's main campus is nestled between Philadelphia, PA and Wilmington, DE, with satellite campuses in Exton and Harrisburg Pennsylvania and Wilmington Delaware. For more information about the University, please visit our website at www.widener.edu. EOE M/F/V/D - Candidates from under-represented groups are encouraged to apply. NEW! - Assistant Vice Provost and University Registrar
University of North Carolina at Chapel Hill University Registrar Location Chapel Hill, NC, United States Posted May. 8, 2017 Chief Financial Officer Jacksonville University Senior Administration Location Jacksonville, FL, United States Posted Apr. 7, 2017 Chief of Staff Ajman University of Science & Technology Chancellor Office Location Ajman, United Arab Emirates Posted Feb. 21, 2017 Chair, Department of Psychiatry University of Kentucky 7H800:PSYCHIATRY Location Lexington, KY, United States Posted Feb. 15, 2017 Dean, College of Arts and Sciences Embry-Riddle Aeronautical University Location Prescott, AZ, United States Posted Feb. 14, 2017 NEW! - Psychology Instructor American College of the Middle East (ACM) College of Liberal Arts Location Al Kuwait, Al Ahmadi, Kuwait Posted May. 3, 2017 NEW! - Clinical Instructor, Department of Psychiatry University of Kentucky 7H800:PSYCHIATRY Location Lexington, KY, United States Posted Apr. 26, 2017 Adjunct Instructor University of North Texas Department of Psychology Location Denton, TX, United States Posted Apr. 19, 2017 Adjunct Instructor University of North Texas Department of Psychology Location Denton, TX, United States Posted Apr. 19, 2017 Distinguished Professor Wichita State University Department of Psychology Location Wichita, KS, United States Posted Apr. 17, 2017 Assessment and Outreach Librarian Notre Dame de Namur University Library Location Belmont, CA, United States Posted Apr. 13, 2017 Full Professor United Arab Emirates University Sociology Location Al Ain, United Arab Emirates Posted Apr. 11, 2017 Assistant Professor of Neuropsychology University of Kentucky 7H852:NEUROLOGY Location Lexington, KY, United States Posted Mar. 29, 2017 Faculty Positions in Social Sciences and Humanities Indian Institute of Technology Gandhinagar Humanities and Social Sciences Location Gandhinagar, Gujarat, India Posted Mar. 10, 2017 Staff Psychologist, Coordinator of Training Western Kentucky University WKU Counseling and Testing Center Location Bowling Green, KY, United States Posted Mar. 9, 2017 Assistant Professor of Psychiatry University of Kentucky 7H800:PSYCHIATRY Location Lexington, KY, United States Posted Mar. 6, 2017 Assistant, Associate or Full Professor in Addiction Medicine University of Kentucky 7H090:CENTER ON DRUG & ALCOHOL RESEA Location Lexington, KY, United States Posted Feb. 24, 2017 Visiting Faculty position in Psychology American University of Sharjah International Studies Department Location Sharjah, United Arab Emirates Posted Feb. 15, 2017 Social and Behavioral Scientist Tenure Track Faculty Pos.... Temple University Social and Behavioral Sciences Location Philadelphia, PA, United States Posted Feb. 14, 2017 Assistant Professor in Sport Psychology University of Kentucky 8G040:Kinesiology - Health Promotion Location Lexington, KY, United States Posted Feb. 3, 2017 Assistant Professor, Dept. of Psychiatry, Posting No. 463 United Arab Emirates University Dept. of Psychiatry, College of Medicine & Health Sciences Location Al Ain, Abu Dhabi, United Arab Emirates Posted Jan. 23, 2017 Assistant Professor, Dept. of Psychiatry, Posting No. 463 United Arab Emirates University Dept. of Psychiatry, College of Medicine & Health Sciences Location Al Ain, Abu Dhabi, United Arab Emirates Posted Jan. 23, 2017 Anticipated 10 Month Lecturer Positions 2017-2018 (Psycho... Kean University School of Psychology Location Union, NJ, United States Posted Nov. 18, 2016 Adjunct Instructor University of North Texas Department of Educational Psychology Location Denton, TX, United States Posted Oct. 19, 2016 Wenzhou-Kean Univ. Anticipated Faculty Positions (Psychol... Kean University School of Psychology Location Wenzhou, China Posted Oct. 19, 2016 Assistant, Associate, or Full Professor, Clinical Title S... University of Kentucky 7H800:PSYCHIATRY Location Lexington, KY, United States Posted Sep. 15, 2016 Research Postdoctoral Fellowship Center for Creative Leadership Global Research and Evaluation Location Greensboro, NC, United States Posted Mar. 27, 2017 Managing Editor
Association for Psychological Science | Washington, D.C. The Association for Psychological Science (APS), a DC-based scientific organization, seeks a skilled, knowledgeable, and highly organized individual for a full-time Managing Editor position. The Managing... Read More Clinical Psychologist Opportunities California Department of Corrections & Rehabilitation | Elk Grove, CA We are seeking Clinical Psychologists to provide high quality mental health care as part of one of the largest, most innovative, interdisciplinary treatment teams in the nation. The ideal candidate enjoys... Read More Professor (Level E) University of Western Australia | Perth, Australia Full-time, tenure-track Professorship (Level E - Full) in sunny Perth, Western Australia. Closing date June 5th. The School of Psychological... Read More Postdoctoral Fellowship University of Toronto Scarborough | Toronto, Ontario, Canada Postdoctoral Fellowship 2 year term Clinical Neuroscience of Schizophrenia Laboratory, Department of Psychology, University of Toronto Scarborough... Read More Faculty Position in Psychology International Christian University | Tokyo, Japan International Christian University is a private, bilingual liberal arts university with an undergraduate and graduate programs. Responsibilities include teaching undergraduate courses in general education and... Read More View more jobs: APS Employment Network and APS Postdoc Exchange Please share this alert with friends and colleagues interested in opportunities in psychological science. Association for Psychological Science, 1800 Massachusetts Ave NW, Suite 402, Washington, DC 20036-1218 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.
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. The initial contract will be for the 2017-2018 AY but may be renewed contingent on a strong evaluation and available funding for the position. College-level teaching experience is required. A doctoral degree is preferred, but ABD or master’s level candidates will be considered. 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 http://jobs.shu.edu/cw/en-us/job/492899/visting-assistant-professor-of-psychology. 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]). Seton Hall University is an Equal Opportunity/Affirmative Action employer. It honors diversity and respects the religious commitments of all its employees. In turn, its employees respect Catholic beliefs and values, and they support its mission as a Catholic institution of higher education.
2018 Young Scholars Program Call for Proposals
The Foundation for Child Development's Young Scholars Program (YSP) supports policy and practice-relevant research that is focused on the early learning and development needs of the nation's children who are growing up under conditions of economic insecurity and social exclusion. YSP encourages applications from scholars who are:
All proposed research should focus on the ways in which the knowledge, skills, and dispositions of the early care and education workforce (ECE workforce) can support young children's growth and development across the birth through age eight continuum. Eligibility
The deadline to submit a Letter of Intent is Monday, June 5, 2017 at 3:00pm EST. Click here to download the YSP Guidelines Please send all questions about the application including technical questions about the online system to [email protected]. ABOUT US Research, policy and practice—we connect these pieces to help build early childhood systems that enable children to reach their full potential. Founded in 1900, the Foundation for Child Development identifies needs, fills gaps and integrates knowledge for successful implementation and continuous improvement. Learn more about our focus areas and download resources by clicking these links. STRONGER WORKFORCE EFFECTIVE SYSTEMS PRIORITY POPULATIONS Website Copyright © 2017 Foundation for Child Development, All rights reserved. You're receiving this email because you opted in at our website. Our mailing address is: Foundation for Child Development 295 Madison Avenue 40th Floor New York, NY 10017 Call for Papers: School Psychology Quarterly® Grief and Loss in Children and Adolescents Dear Dr. Winsler, Your article, “Sleepless in Fairfax: The difference one more hour of sleep can make for teen hopelessness, suicidal ideation, and substance use.,” recently published in Journal of Youth and Adolescence, is in the topical area we cover in School Psychology Quarterly®. As an author in this field, you are invited to submit a manuscript to an upcoming special topic section devoted to issues faced by children who experience loss. The special section will be edited by David J. Schonfeld and Thomas Demaria, and is slated to appear in the first issue of 2018. Manuscripts are due by July 1, 2017. We are particularly interested in receiving empirical studies on the nature and correlates associated with grief and loss, as well as novel methods and programs when working with children and/or school personnel, many of whom may be reluctant to approach grieving youth for fear of increasing their distress. Examples of appropriate manuscripts include (but are not limited to):
Please direct all inquiries to David J. Schonfeld ([email protected]) or Thomas Demaria ([email protected]). For more information on the journal, and to view the full call for papers, please visit http://on.apa.org/2noccv8. We hope you will submit your manuscript for review by School Psychology Quarterly®. Best Regards, Rich Gilman, PhD Editor, School Psychology Quarterly® What: Free data workshop (travel stipends available): Head Start Family and Child Experiences Survey (FACES 2014)
When: July 24-25, 2017 Where: Ann Arbor, MI Application deadline: May 22 The Head Start Family and Child Experiences Survey (FACES 2014) is a nationally representative descriptive study of Head Start programs, classrooms, and children that provides information about program performance, including improvement efforts, quality, and outcomes for children and families. FACES 2014 features a new “Core Plus” study design, which allows for more rapid and frequent data reporting (Core studies) and serves as a vehicle for studying more complex issues in greater detail with increased efficiency (Plus studies). This training will focus on the child, parent, classroom, and program Core data from fall 2014 and spring 2015 as well as the Family Engagement Plus study conducted in spring 2015. FACES 2014 project leads from Mathematica Policy Research will instruct this two-day data training, introducing researchers to the study’s purposes, history, new design, methods, instruments, and data structure; and special analytic issues such as identifying dual language learners and conducting cross-cohort analyses. There will be significant hands-on time with the data. FACES 2014 data files will be available in the summer on a restricted basis through Research Connections. Course-specific data files will be made available to participants on-site under the terms of a temporary Restricted Data Use Agreement. The workshop is free, but space is limited. Researchers interested in using the FACES 2014 data to answer policy relevant questions in early care and education are encouraged to apply. Participants must have programming experience in SAS, Stata, or SPSS. All applications must include a vita along with a cover letter describing:
Application deadline: May 22, 2017 Applications are competitive. A limited number of travel stipends will be awarded. To apply, visit our course page. Click here for a PDF of this announcement. |
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