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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 the course page. Click here for a PDF of this announcement. Postdoctoral Fellow Position in the Cognitive Development Lab at Wesleyan University
The Cognitive Development Lab at Wesleyan University, directed by Dr. Anna Shusterman, is seeking a full-time Postdoctoral Fellow to start on or before July 1, 2017. The Cognitive Development Lab at Wesleyan University, headed by Dr. Anna Shusterman, is seeking a full-time Post-Doctoral Fellow for an NSF-funded project on early number acquisition exploring the role of language and syntax in number acquisition. The post-doc will be responsible for working closely with the PI, a dedicated project manager, and undergraduate research assistants to carry out the goals of the study, as well as other projects including preschool mathematics, socio-emotional development, and research-to-practice translation in early childhood settings. Primary Responsibilities The post-doc will be involved in research design, data collection and analysis, subject recruitment, and management of grant/IRB/human subjects protocols; supervision of research assistants; manuscript preparation and editing; conference presentations; coordinating with collaborators in the US and abroad; and disseminating findings to non-science audiences. Travel will most likely be required. The post-doc will also have time, support, and resources to develop and work on an independent research program. Required Qualifications Doctoral in Psychology or a related field. Research background in cognitive or language development. Demonstrated ability to work with children. Experience with experimental research design and statistical analysis. Proficiency with basic computer platforms (e.g., Word, Excel, PowerPoint, etc). Proficiency with statistical analysis software and research tools (e.g., R, SPSS, PRISM, etc.). Highly motivated, organized, and detail-oriented. Able to take initiative and incorporate feedback. Able & willing to travel. Exceptional cultural sensitivity. Excellent writing and communication skills. Demonstrated commitment to work within a diverse environment and interact openly with individuals of different backgrounds. Preferred qualifications include experience with preferential looking methodologies and past success in mentoring undergraduate research students. The ideal candidate will be self-directed and confident working both independently and with others in a busy and active research environment. This is a one-year grant-funded position. Continuation of this position is dependent upon continued grant funding. To apply, please email a cover letter, CV, names and contact information for three references to Maddy Barclay ([email protected]). In addition, please submit your application to https://careers.wesleyan.edu/postings/5775. _______________________________________________ -------------------------------------------------------------------------------------------------------- • Posted by Adam Winsler, listserv administrator for APA - Division 7 Developmental Psychology. • To add yourself to the Div7 listserv, email [email protected] with this request and please describe your relevant position briefly in the email (the list is “closed” to avoid spammers getting on the list). • To remove yourself from this list, simply send the following message to [email protected] in the body of the message (with nothing in the subject field): signoff div7 • To post something (of relevance to developmental psychologists and members of Division 7) to this list, send the message to [email protected] • Problems or questions should be addressed to [email protected] Click on this link to unsubscribe from this list UNSUBSCRIBE Project Coordinator - Language for Reading: Temple University Infant and Child Lab
The Temple University Infant and Child Laboratory (Directed by Professors Kathy Hirsh-Pasek and Nora Newcombe) at Ambler is seeking a project coordinator to work with Dr. Hirsh-Pasek on a project investigating a vocabulary intervention in Head Start preschools. The position is grant-funded for 1 year, with the possibility of extending to 2 years. Preferred start date is July 2017. The project, a collaboration with Dr. Roberta Golinkoff at the University of Delaware and Dr. David Dickinson at Vanderbilt University, examines the effectiveness of teaching vocabulary through shared book-reading and guided play activities such as games, music, and sociodramatic play. The project coordinator will be deeply involved in all aspects of this project. The project coordinator will work closely with post-doctoral fellows and graduate students to make decisions about study design, create materials, recruit and test participants, and work with teachers and administrators at our partner preschool. This is an exciting opportunity to participate in cutting-edge applied research in cognition and development. Project Coordinator duties may include:
Required qualifications:
You may also send a resume/CV and cover letter to Jelani Medford, Lab Coordinator, at [email protected]. Please visit our website (www.temple.edu/infantlab) for more information about the lab.
The University of Maryland Autism Research Consortium (UMARC) and the Hearing and Speech Clinic (HESP) are co-sponsoring a 3-day PEERS� (The Program for the Education and Enrichment of Relational Skills) Young Adult training (https://www.semel.ucla.edu/peers/young-adults) from Wednesday, June 14 to Friday, June 16, 2017 on the campus of the University of Maryland, College Park, Maryland.
The program developer, Dr. Elizabeth Laugeson from UCLA, has recently published the 2017 young adult training manual. This will be one of the first trainings for professionals who work with young adults diagnosed with Autism Spectrum Disorder (ASD) or other social communication disorders. Dr. Laugeson will be leading the training. Participants, who qualify, can receive PEERS� certification. In order to receive certification as a PEERS� Young Adult Certified Provider, attendees must be a professional or graduate student in the mental health professional, medical, or education field with the following minimum level of training:
The ICPSR Summer Program provides in-depth, hands-on training in statistical techniques and research methodologies used across the social, behavioral, and medical sciences. The ICPSR Summer Program’s unique learning environment facilitates professional networking, encourages the exchange of ideas, and makes the experience of acquiring critical analytical skills enjoyable. From May through August 2017, the Summer Program will offer more than 80 courses in cities across the US and around the world. Registration is now open for all 2017 courses. For more information, visit icpsr.umich.edu/sumprog or contact [email protected] or (734) 763-7400. FOUR-WEEK SESSIONS Held on the University of Michigan campus in Ann Arbor, Michigan, the Summer Program’s First (June 26 - July 21, 2017) and Second (July 24 - August 18, 2017) Sessions contain more than 35 courses, including regression analysis, network analysis, longitudinal analysis, MLE, SEM, causal inference, and more. Participants in a four-week session are encouraged to take as many courses within that session as they wish. Scholarships are available for graduate students in child, developmental, and family psychology. Additionally, new in 2017, the HENRY “HANK” HEITOWIT SCHOLARSHIP will be awarded to a past participant of the ICPSR Summer Program’s four-week sessions. All scholarship applications are due March 31, 2017. SHORT WORKSHOPS For researchers needing to learn a specific methodological technique in just a few days, the ICPSR Summer Program offers more than 40 short workshops, ranging from introductory to advanced methods and cutting-edge techniques. Highlights of our short workshop schedule include:
FOR IMMEDIATE RELEASE Thursday, March 9, 2017 Contact: Kim I. Mills (202) 336-6048 [email protected] APA ENDORSES MARCH FOR SCIENCE Calls on psychologists and allies to participate WASHINGTON – The American Psychological Association has signed on as an official partner of the upcoming March for Science, calling it a demonstration of the importance of science for improving people’s lives and benefiting society.
“We wholeheartedly support the aims of this march, which align with APA’s mission to advance the creation, communication and application of psychological knowledge to benefit society and improve people’s lives,” said Howard Kurtzman, PhD, APA’s acting executive director for science. “We encourage all psychologists, psychology students and their allies to join this broad non-partisan effort to support scientific research and the use of scientific evidence for the public good.” The march is slated to take place Saturday, April 22, in Washington, D.C. Satellite marches are expected to occur in other cities. In a prelude to the march, APA’s science government relations team will offer advocacy training on Friday, April 21, noon EDT, at APA’s Washington, D.C., headquarters. The training session, “Beyond the March: Advocating for Psychological Science,” will be livestreamed to enable psychologists and graduate students nationwide to participate. The training will focus on how to communicate effectively with policymakers about the importance of psychological research and evidence-based policy. Topics to be covered include: crafting and delivering messages in support of science, hosting members of Congress and congressional staff at a psychology lab or university department, and scheduling visits with the Washington and local offices of members of Congress. Details about the advocacy training and other activities being developed around the March for Science will be available on APA’s website. The American Psychological Association, in Washington, D.C., is the largest scientific and professional organization representing psychology in the United States. APA's membership includes nearly 115,700 researchers, educators, clinicians, consultants and students. Through its divisions in 54 subfields of psychology and affiliations with 60 state, territorial and Canadian provincial associations, APA works to advance the creation, communication and application of psychological knowledge to benefit society and improve people's lives. Postdoctoral Fellow in Children’s Mathematics Learning with External Knowledge Representations Department of Education, Concordia University Montreal, Quebec, Canada
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