U.S. Department of Transportation / Volpe National Transportation Systems Center
STUDENT OPPORTUNITIES AT THE VOLPE CENTER
Interested in applying psychology to the technical field and getting paid to do it?
Want to be on the cutting edge of experimental psychology by working to improve the nation’s transportation systems?
Human error is currently thought to contribute to between 60 and 80 percent of all transportation accidents. As a result, one of the greatest challenges in transportation is to design technology and procedures that reduce the probability of such error by taking human behavior and capability into account.
The Human Factors Division of the Volpe National Transportation Systems Center in Cambridge, MA is looking for up to 4 undergraduate students to work part time during the Fall 2008 semester and possibly longer.
Student Trainee (Psychology)
$12.28 – $15.42/hr (based on education and/or experience)
Primary Duties:
- Analyze human capabilities and limitations in human machine interactions
- Data reduction and analysis of human performance measurements to determine the relationship between conditions and human performance
- Plan and implement data collection, data management and statistical analysis of behavioral data derived from simulation research
- Support ongoing research activities
If you are interested in learning more about these positions and the Volpe Center, and to apply, please visit our Careers website at http://www.volpe.dot.gov/career/jobs.html
For questions please contact Eric Falzone at 617-494-2418 or by email at eric.falzone@dot.gov
Tuesday, September 30, 2008
U.S. Department of Transportation / Volpe National Transportation Systems Center
Pearson - Senior Research Scientist - Iowa City
Senior Research Scientist
EDUCATION, KNOWLEDGE, SKILLS AND ABILITIES:
Doctoral degree in educational measurement, educational psychology, cognitive science or a related field from an accredited institution of higher education and at least three years of relevant job experience, preferably with the complete range of assessment and/or learning and instruction issues that face large scale education programs.
For some positions, ability to effectively apply psychometric techniques-- including classical test theory, item response theory, test equating, scaling and linking-- to typical operational situations and new and unique operational testing settings.
For some positions, ability to apply learning and instructional theory to applied education settings.
Ability to identify implications of relevant national and state trends and legislation in education for large-scale educational programs and clients, and propose research plans and provide client advice based on these implications as appropriate.
Ability to conduct independent research in learning, instruction, assessment or applied statistics.
Strong technical writing skills, as demonstrated through research papers, publications, or technical reports.
Ability to effectively present and summarize technical information orally and in writing to a variety of audiences.
Project management skills necessary to lead and direct all research-related aspects of multiple programs or a single large and complex program. Understands roles of different departments and how these impact deliverables.
Communication skills necessary to function effectively in a leadership role with internal and external clients.
Ability to design and coordinate the application of software packages and programming languages commonly used in psychometric work or research (e.g., SAS, SPSS, PARSCALE, WINSTEPS, BILOG, MULTILOG, C++, S-PLUS, FORTRAN, R) to new and unique settings faced in large-scale education programs.
DUTIES AND RESPONSIBILITIES:
May serve as the primary technical research contact for clients for multiple programs or for a single large and complex program.
Develops and coordinates others in developing specifications and plans for research analyses.
Conceptualizes and describes psychometric designs for projects and testing programs as part of proposals, and estimated staff costs for completing this work.
Designs, conducts, and/or coordinates the efforts of others in sampling design, DIF analyses, item calibration, linking and equating analyses.
Facilitates and conducts item review meetings with clients and educators.
Designs and coordinates planning details with program management, and facilitates workshops for determining cut-off scores and performance level descriptors.
Leads or takes responsibility for maintaining documentation and data files related to research analyses.
Designs, conducts and collaborates on research that contributes to theory and practice in assessment, learning, instruction and/or the Test and Measurement Services Research Agenda.
Makes presentations at national and international conferences (e.g., AERA, NCME, CCSSO, APA, Psychometric Society).
Effectively tailors technical presentations to different audiences (e.g., client groups or technical advisory committees) and provides guidance for similar presentations made by other research scientists.
Identifies areas for research and special studies on behalf of clients and coordinates the completion of this research.
Coordinates technical designs for proposals and writes associated text.
Organizes and coordinates with other research scientists, data analysts, subject-matter experts, and/or the client all aspects of research work.
Works with software developers and QA analysts to help ensure the integrity of the data used for research analyses.
Provides support to and consults with other departments and customers regarding research issues.
Travel as necessary.
FOR MORE INFORMATION: http://www.pearson.com/index.cfm?pageid=7
EDUCATION, KNOWLEDGE, SKILLS AND ABILITIES:
Doctoral degree in educational measurement, educational psychology, cognitive science or a related field from an accredited institution of higher education and at least three years of relevant job experience, preferably with the complete range of assessment and/or learning and instruction issues that face large scale education programs.
For some positions, ability to effectively apply psychometric techniques-- including classical test theory, item response theory, test equating, scaling and linking-- to typical operational situations and new and unique operational testing settings.
For some positions, ability to apply learning and instructional theory to applied education settings.
Ability to identify implications of relevant national and state trends and legislation in education for large-scale educational programs and clients, and propose research plans and provide client advice based on these implications as appropriate.
Ability to conduct independent research in learning, instruction, assessment or applied statistics.
Strong technical writing skills, as demonstrated through research papers, publications, or technical reports.
Ability to effectively present and summarize technical information orally and in writing to a variety of audiences.
Project management skills necessary to lead and direct all research-related aspects of multiple programs or a single large and complex program. Understands roles of different departments and how these impact deliverables.
Communication skills necessary to function effectively in a leadership role with internal and external clients.
Ability to design and coordinate the application of software packages and programming languages commonly used in psychometric work or research (e.g., SAS, SPSS, PARSCALE, WINSTEPS, BILOG, MULTILOG, C++, S-PLUS, FORTRAN, R) to new and unique settings faced in large-scale education programs.
DUTIES AND RESPONSIBILITIES:
May serve as the primary technical research contact for clients for multiple programs or for a single large and complex program.
Develops and coordinates others in developing specifications and plans for research analyses.
Conceptualizes and describes psychometric designs for projects and testing programs as part of proposals, and estimated staff costs for completing this work.
Designs, conducts, and/or coordinates the efforts of others in sampling design, DIF analyses, item calibration, linking and equating analyses.
Facilitates and conducts item review meetings with clients and educators.
Designs and coordinates planning details with program management, and facilitates workshops for determining cut-off scores and performance level descriptors.
Leads or takes responsibility for maintaining documentation and data files related to research analyses.
Designs, conducts and collaborates on research that contributes to theory and practice in assessment, learning, instruction and/or the Test and Measurement Services Research Agenda.
Makes presentations at national and international conferences (e.g., AERA, NCME, CCSSO, APA, Psychometric Society).
Effectively tailors technical presentations to different audiences (e.g., client groups or technical advisory committees) and provides guidance for similar presentations made by other research scientists.
Identifies areas for research and special studies on behalf of clients and coordinates the completion of this research.
Coordinates technical designs for proposals and writes associated text.
Organizes and coordinates with other research scientists, data analysts, subject-matter experts, and/or the client all aspects of research work.
Works with software developers and QA analysts to help ensure the integrity of the data used for research analyses.
Provides support to and consults with other departments and customers regarding research issues.
Travel as necessary.
FOR MORE INFORMATION: http://www.pearson.com/index.cfm?pageid=7
Pearson - Associate Research Scientist - Iowa City
Associate Research Scientist
EDUCATION, SKILLS AND KNOWLEDGE:
Doctoral degree in educational measurement, educational psychology, cognitive science or a related field from an accredited institution of higher education.
For some positions, ability to effectively apply psychometric techniques-- including classical test theory, item response theory, test equating, scaling and linking—in a testing program setting.
For some positions, ability to apply learning and instructional theory to applied education settings.
Knowledge of and ability to articulate national and state trends in education and their implications for assigned programs.
Ability to conduct independent research in learning, instruction, assessment or applied statistics.
Strong technical writing skills, as demonstrated through research papers, publications, or technical reports.
Project management skills necessary to complete assigned research tasks in a timely manner.
Communication skills necessary to function effectively with internal project teams and external clients.
Familiarity with software packages and programming languages commonly used in psychometric work or research (e.g., SAS, SPSS, PARSCALE, WINSTEPS, BILOG, MULTILOG, C++, S-PLUS, FORTRAN, R)
DUTIES AND RESPONSIBILITIES:
Serves as a secondary research contact for a program.
Updates specifications and plans for research analyses.
For some positions, designs and conducts analyses for sampling design, DIF analyses, item calibration, linking, and equating under the guidance of more senior researchers.
For some positions, facilitates and conducts item review meetings with clients and educators.
For some positions, participates in workshops for determining cut-off scores and performance level descriptors.
Maintains documentation and data files related to research analyses.
Conducts and collaborates on research that contributes to theory and practice in assessment, learning, instruction and/or the Test and Measurement Services Research Agenda.
Makes presentations at national and international conferences (e.g., AERA, NCME, CCSSO, APA, Psychometric Society).
May present technical information to different audiences (e.g., client groups or technical advisory committees) with guidance from more senior researchers.
Conducts research and special studies on behalf of clients under the guidance of more senior researchers.
Contributes to research sections of proposals under guidance from more senior researchers.
Works under guidance from more senior researchers on different aspects of research programs.
Works with software developers and QA analysts to ensure the integrity of the data used for research analyses.
Provides support and consults with other departments and customers regarding research issues.
Willingness to travel as necessary.
FOR MORE INFORMATION: http://www.pearson.com/index.cfm?pageid=7
EDUCATION, SKILLS AND KNOWLEDGE:
Doctoral degree in educational measurement, educational psychology, cognitive science or a related field from an accredited institution of higher education.
For some positions, ability to effectively apply psychometric techniques-- including classical test theory, item response theory, test equating, scaling and linking—in a testing program setting.
For some positions, ability to apply learning and instructional theory to applied education settings.
Knowledge of and ability to articulate national and state trends in education and their implications for assigned programs.
Ability to conduct independent research in learning, instruction, assessment or applied statistics.
Strong technical writing skills, as demonstrated through research papers, publications, or technical reports.
Project management skills necessary to complete assigned research tasks in a timely manner.
Communication skills necessary to function effectively with internal project teams and external clients.
Familiarity with software packages and programming languages commonly used in psychometric work or research (e.g., SAS, SPSS, PARSCALE, WINSTEPS, BILOG, MULTILOG, C++, S-PLUS, FORTRAN, R)
DUTIES AND RESPONSIBILITIES:
Serves as a secondary research contact for a program.
Updates specifications and plans for research analyses.
For some positions, designs and conducts analyses for sampling design, DIF analyses, item calibration, linking, and equating under the guidance of more senior researchers.
For some positions, facilitates and conducts item review meetings with clients and educators.
For some positions, participates in workshops for determining cut-off scores and performance level descriptors.
Maintains documentation and data files related to research analyses.
Conducts and collaborates on research that contributes to theory and practice in assessment, learning, instruction and/or the Test and Measurement Services Research Agenda.
Makes presentations at national and international conferences (e.g., AERA, NCME, CCSSO, APA, Psychometric Society).
May present technical information to different audiences (e.g., client groups or technical advisory committees) with guidance from more senior researchers.
Conducts research and special studies on behalf of clients under the guidance of more senior researchers.
Contributes to research sections of proposals under guidance from more senior researchers.
Works under guidance from more senior researchers on different aspects of research programs.
Works with software developers and QA analysts to ensure the integrity of the data used for research analyses.
Provides support and consults with other departments and customers regarding research issues.
Willingness to travel as necessary.
FOR MORE INFORMATION: http://www.pearson.com/index.cfm?pageid=7
Pearson - Research Scientist - Iowa City
Research Scientist
EDUCATION, SKILLS AND KNOWLEDGE:
Doctoral degree in educational measurement, educational psychology, cognitive science or a related field from an accredited institution of higher education and at least one year of relevant job experience, preferably with a complete range of assessment and/or learning and instruction issues that face large scale education programs.
For some positions, ability to effectively apply psychometric techniques-- including classical test theory, item response theory, test equating, scaling and linking—in a testing program setting.
For some positions, ability to apply learning and instructional theory to applied education settings.
Knowledge of and ability to articulate national and state trends in education and their implications for assigned programs.
Ability to conduct independent research in learning, instruction, assessment or applied statistics.
Strong technical writing skills, as demonstrated through research papers, publications, or technical reports.
Ability to effectively present and summarize technical information orally and in writing to a variety of audiences.
Project management skills necessary to lead all research-related aspects of a small-to-medium program or a portion of a large and complex program.
Communication skills necessary to function effectively as a primary contact with internal project teams and external clients with guidance from more senior researchers.
Experience with applying software packages and programming languages commonly used in psychometric work or research (e.g., SAS, SPSS, PARSCALE, WINSTEPS, BILOG, MULTILOG, C++, S-PLUS, FORTRAN, R)
DUTIES AND RESPONSIBILITIES:
May serve as the primary technical research contact for a small-to-medium program or for a portion of a large and complex program.
Updates and develops new specifications and plans for research analyses.
For some positions, designs and conducts analyses for sampling design, DIF analyses, item calibration, linking, and equating.
Contributes to the description of psychometric designs for projects and testing programs as part of proposals, and may cost the work for smaller-scale proposals.
For some positions, facilitates and conducts item review meetings with clients and educators.
For some positions, designs and facilitates workshops for determining cut-off scores and performance level descriptors.
Maintains documentation and data files related to research analyses.
Conducts and collaborates on research that contributes to theory and practice in assessment, learning, instruction and/or the Test and Measurement Services Research Agenda.
Makes presentations at national and international conferences (e.g., AERA, NCME, CCSSO, APA, Psychometric Society).
May present technical information to different audiences (e.g., client groups or technical advisory committees) with guidance from more senior researchers.
Designs and conducts research and special studies on behalf of clients.
Contributes to technical designs for proposals and writes associated text under guidance from more senior researchers.
Works closely with other researchers, research associates, research assistants, subject-matter experts, and/or the client in different aspects of research programs.
Works with software developers and QA analysts to ensure the integrity of the data used for research analyses.
Provides support to and consults with other departments and customers regarding research issues.
Willingness to travel as necessary.
FOR MORE INFORMATION: http://www.pearson.com/index.cfm?pageid=7
EDUCATION, SKILLS AND KNOWLEDGE:
Doctoral degree in educational measurement, educational psychology, cognitive science or a related field from an accredited institution of higher education and at least one year of relevant job experience, preferably with a complete range of assessment and/or learning and instruction issues that face large scale education programs.
For some positions, ability to effectively apply psychometric techniques-- including classical test theory, item response theory, test equating, scaling and linking—in a testing program setting.
For some positions, ability to apply learning and instructional theory to applied education settings.
Knowledge of and ability to articulate national and state trends in education and their implications for assigned programs.
Ability to conduct independent research in learning, instruction, assessment or applied statistics.
Strong technical writing skills, as demonstrated through research papers, publications, or technical reports.
Ability to effectively present and summarize technical information orally and in writing to a variety of audiences.
Project management skills necessary to lead all research-related aspects of a small-to-medium program or a portion of a large and complex program.
Communication skills necessary to function effectively as a primary contact with internal project teams and external clients with guidance from more senior researchers.
Experience with applying software packages and programming languages commonly used in psychometric work or research (e.g., SAS, SPSS, PARSCALE, WINSTEPS, BILOG, MULTILOG, C++, S-PLUS, FORTRAN, R)
DUTIES AND RESPONSIBILITIES:
May serve as the primary technical research contact for a small-to-medium program or for a portion of a large and complex program.
Updates and develops new specifications and plans for research analyses.
For some positions, designs and conducts analyses for sampling design, DIF analyses, item calibration, linking, and equating.
Contributes to the description of psychometric designs for projects and testing programs as part of proposals, and may cost the work for smaller-scale proposals.
For some positions, facilitates and conducts item review meetings with clients and educators.
For some positions, designs and facilitates workshops for determining cut-off scores and performance level descriptors.
Maintains documentation and data files related to research analyses.
Conducts and collaborates on research that contributes to theory and practice in assessment, learning, instruction and/or the Test and Measurement Services Research Agenda.
Makes presentations at national and international conferences (e.g., AERA, NCME, CCSSO, APA, Psychometric Society).
May present technical information to different audiences (e.g., client groups or technical advisory committees) with guidance from more senior researchers.
Designs and conducts research and special studies on behalf of clients.
Contributes to technical designs for proposals and writes associated text under guidance from more senior researchers.
Works closely with other researchers, research associates, research assistants, subject-matter experts, and/or the client in different aspects of research programs.
Works with software developers and QA analysts to ensure the integrity of the data used for research analyses.
Provides support to and consults with other departments and customers regarding research issues.
Willingness to travel as necessary.
FOR MORE INFORMATION: http://www.pearson.com/index.cfm?pageid=7
Pearson - Research Associate - Iowa City
Research Associate
EDUCATION, SKILLS AND KNOWLEDGE:
A masters degree in statistics or a relevant quantitative field, a bachelors degree with course work in applied and/or mathematical statistics and at least one year of work experience in a data processing environment, or four years of job experience in a related quantitative field with similar duties and responsibilities.
Knowledge of and demonstrated experience with the SAS programming language, including evidence of analyses carried out in support of statistical or psychometric projects.
Knowledge of Microsoft Office tools (Word, Excel, Powerpoint)
Ability to work independently in a quantitative setting.
Strong organizational skills and keen attention to detail.
Ability to work in a team environment.
Proven ability to manage job responsibilities to meet established deadlines.
Effective communication skills.
DUTIES AND RESPONSIBILITIES:
With minimal supervision, performs operational statistical analysis and data processing tasks for assigned testing programs.
Reviews results of statistical and psychometric analyses for accuracy.
Monitors the completion of the tasks identified in the context of the processing schedule, including the receipt of critical information from other areas.
With minimal supervision, creates datasets, codes parameters for psychometric programs (e.g., WINSTEPS, MULTILOG) from existing templates, and submits programs for execution.
Drafts standard statistical reports and assists in the preparation of complex reports.
Prepares and checks critical information for score reporting, tables, and figures for statistical procedures, documentation, and reports.
Under guidance from more senior staff, may provide training and functional supervision of lower level statistical analysis staff.
Drafts routine statistical procedures and other documents for assigned testing programs and projects, working from model formats and using planning information from staff in psychometric services, program management, software services, and content support services.
Programs and runs statistical analyses using SAS and other programming languages.
Assists in preparing program documentation, updates and maintains statistical files and operational data file for assigned programs and projects.
FOR MORE INFORMATION: http://www.pearson.com/index.cfm?pageid=7
EDUCATION, SKILLS AND KNOWLEDGE:
A masters degree in statistics or a relevant quantitative field, a bachelors degree with course work in applied and/or mathematical statistics and at least one year of work experience in a data processing environment, or four years of job experience in a related quantitative field with similar duties and responsibilities.
Knowledge of and demonstrated experience with the SAS programming language, including evidence of analyses carried out in support of statistical or psychometric projects.
Knowledge of Microsoft Office tools (Word, Excel, Powerpoint)
Ability to work independently in a quantitative setting.
Strong organizational skills and keen attention to detail.
Ability to work in a team environment.
Proven ability to manage job responsibilities to meet established deadlines.
Effective communication skills.
DUTIES AND RESPONSIBILITIES:
With minimal supervision, performs operational statistical analysis and data processing tasks for assigned testing programs.
Reviews results of statistical and psychometric analyses for accuracy.
Monitors the completion of the tasks identified in the context of the processing schedule, including the receipt of critical information from other areas.
With minimal supervision, creates datasets, codes parameters for psychometric programs (e.g., WINSTEPS, MULTILOG) from existing templates, and submits programs for execution.
Drafts standard statistical reports and assists in the preparation of complex reports.
Prepares and checks critical information for score reporting, tables, and figures for statistical procedures, documentation, and reports.
Under guidance from more senior staff, may provide training and functional supervision of lower level statistical analysis staff.
Drafts routine statistical procedures and other documents for assigned testing programs and projects, working from model formats and using planning information from staff in psychometric services, program management, software services, and content support services.
Programs and runs statistical analyses using SAS and other programming languages.
Assists in preparing program documentation, updates and maintains statistical files and operational data file for assigned programs and projects.
FOR MORE INFORMATION: http://www.pearson.com/index.cfm?pageid=7
Monday, September 29, 2008
Director of Data Management and Evaluation
Director of Data Management and Evaluation
DISTINGUISHING FEATURES OF WORK
The Director of Data Management and Evaluation coordinates process and procedures for
collection, management, and analysis of all school district data. The Director is responsible for developing data solutions to complex organizational problems; for increasing processing efficiency within individual and collective departments; for developing, implementing, maintaining, coordinating and managing all data support applications; leading the district work towards a data driven culture.
This position reports directly to the Deputy Superintendent of Schools for Teaching and Learning, chairs the data advisory committee (DAC), and co-chairs the school committee data team. The position has considerable independence in resolving problems within scope of responsibility. Supervision is exercised over a small staff of data verification and reporting specialists.
For more information, please contact:
Kevin Lang, Chair, Department of Economics
Boston University
270 Bay State Road
Boston, MA 02215
lang@bu.edu
http://people.bu.edu/lang
DISTINGUISHING FEATURES OF WORK
The Director of Data Management and Evaluation coordinates process and procedures for
collection, management, and analysis of all school district data. The Director is responsible for developing data solutions to complex organizational problems; for increasing processing efficiency within individual and collective departments; for developing, implementing, maintaining, coordinating and managing all data support applications; leading the district work towards a data driven culture.
This position reports directly to the Deputy Superintendent of Schools for Teaching and Learning, chairs the data advisory committee (DAC), and co-chairs the school committee data team. The position has considerable independence in resolving problems within scope of responsibility. Supervision is exercised over a small staff of data verification and reporting specialists.
For more information, please contact:
Kevin Lang, Chair, Department of Economics
Boston University
270 Bay State Road
Boston, MA 02215
lang@bu.edu
http://people.bu.edu/lang
Harvard Graduate School of Education
EDUCATIONAL ASSESSMENT
The Harvard Graduate School of Education invites applications from highly-qualified
candidates for a position in educational assessment and measurement at the rank of Assistant Professor, Associate Professor, or Professor.
Requirements include a strong doctoral record in a relevant discipline, strong technical training in measurement, and a research focus on issues at the interface between assessment and policy or educational practice. Topical areas of interest include but are not limited to international comparative assessments, testing of emergent literacy skills, assessment of second-language proficiency, postsecondary assessment, and new directions in formative and other assessment design. The successful candidate will be expected to teach both policy-oriented and technical
courses in measurement at the master's and doctoral levels.
The search committee will begin reviewing applications on November 3, 2008 and will
continue until the position is filled. Applicants should send a hard copy of their curriculum vitae (including home address and preferred email address), a statement of their research and teaching interests, and three examples of their work or continuing projects.
Applicants for assistant professor positions should include four letters of recommendation. Applicants for associate professor positions should include six letters of recommendation. At least two letters of recommendation should be from previous colleagues, training directors, or supervisors, and at least one from a person in the field of the candidate who is not a former colleague, mentor,
co-worker, or co-author. Applicants at the rank of Full Professor are asked to submit the names of three or more people who can provide references. Candidates who proceed to a short list may be asked to submit additional letters or materials
Please submit all application materials to:
Professor Daniel Koretz
Chair, Assessment Search Committee
c/o Carol Luongo
Harvard Graduate School of Education
122 Longfellow Hall
Cambridge, MA 02138
For information about the Harvard Graduate School of Education, please visit our web site: www.gse.harvard.edu.
The Harvard Graduate School of Education prepares students and professionals of diverse backgrounds for positions of leadership in research and practice in education, and is an affirmative action employer. Applications from women, minorities, and from residents of all countries are strongly encouraged.
The Harvard Graduate School of Education invites applications from highly-qualified
candidates for a position in educational assessment and measurement at the rank of Assistant Professor, Associate Professor, or Professor.
Requirements include a strong doctoral record in a relevant discipline, strong technical training in measurement, and a research focus on issues at the interface between assessment and policy or educational practice. Topical areas of interest include but are not limited to international comparative assessments, testing of emergent literacy skills, assessment of second-language proficiency, postsecondary assessment, and new directions in formative and other assessment design. The successful candidate will be expected to teach both policy-oriented and technical
courses in measurement at the master's and doctoral levels.
The search committee will begin reviewing applications on November 3, 2008 and will
continue until the position is filled. Applicants should send a hard copy of their curriculum vitae (including home address and preferred email address), a statement of their research and teaching interests, and three examples of their work or continuing projects.
Applicants for assistant professor positions should include four letters of recommendation. Applicants for associate professor positions should include six letters of recommendation. At least two letters of recommendation should be from previous colleagues, training directors, or supervisors, and at least one from a person in the field of the candidate who is not a former colleague, mentor,
co-worker, or co-author. Applicants at the rank of Full Professor are asked to submit the names of three or more people who can provide references. Candidates who proceed to a short list may be asked to submit additional letters or materials
Please submit all application materials to:
Professor Daniel Koretz
Chair, Assessment Search Committee
c/o Carol Luongo
Harvard Graduate School of Education
122 Longfellow Hall
Cambridge, MA 02138
For information about the Harvard Graduate School of Education, please visit our web site: www.gse.harvard.edu.
The Harvard Graduate School of Education prepares students and professionals of diverse backgrounds for positions of leadership in research and practice in education, and is an affirmative action employer. Applications from women, minorities, and from residents of all countries are strongly encouraged.
Providence School Department
PROVIDENCE SCHOOL DEPARTMENT
797 WESTMINSTER STREET
PROVIDENCE, RI 02903-4045
OFFICE OF HUMAN RESOURCES
ANNOUNCEMENT OF AN ADMINISTRATIVE VACANCY
“CONTINGENT UPON FEDERAL FUNDING”
TITLE: DIRECTOR OF RESEARCH, PLANNING AND ACCOUNTABILITY
LOCATION: OFFICE OF THE CHIEF ACADEMIC OFFICER
ADMINISTRATION BUILDING
SALARY RANGE:$79,249 – $90,256
This is a 12-Month, Non-Union Position
NOTE:
Interviews for all open until filled positions can begin 10 days after the initial opening date and continue until the position is filled. Applicants who submit an application after the 10th day of initial posting may not be called for an interview if interviews have been scheduled or if a successful candidate is selected. All open until filled positions are expunged 6 months after the initial opening date.
JOB SPECIFICATION:
The Director of Research, Planning and Accountability will develop and implement a comprehensive assessment framework aligned with the district goals and objectives, as well as ensure the scientific integrity of district research, evaluation, and assessment efforts so as to support the district in continued efforts to provide an effective, quality education for all students.
DUTIES:
• Develop, maintain, and implement a comprehensive assessment framework for the district.
• Engage in on-going evaluation of data collection tools used in the district, identifying and developing tools that address data gaps.
• Maintain and implement annual calendars that define and coordinate local and state assessment efforts.
• Develop and implement clearly defined processes for validating data.
• Review and approve all research projects conducted within the district based on defined policy, guidelines, and processes.
• Develop and implement a multi-year evaluation plan that is aligned to district goals and objectives.
• Disseminate appropriate data and information to administrators, Board of Education, and key stakeholders.
• Develop and maintain data dissemination tools, such as data dashboards, office website, and podcasts.
• Give presentations to Board of Education and other stakeholder groups on research, evaluation, and assessment purposes, efforts and results.
• Develop and implement a multi-year professional development plan to support district staff in on-going development of necessary assessment, data use, and decision making knowledge and skills.
• Foster and develop partnerships with local and state entities, including area colleges and universities, to expand capacity to conduct research and evaluation aligned with district goals.
• Adhere to ethical guidelines defined by the American Psychological Association (APA).
• Manage the office within the defined budgetary parameters for the given fiscal year.
• Assume other duties as may from time to time be delegated by supervisor.
QUALIFICATIONS:
• Master degree in Educational Psychology or Psychology with an emphasis on research, assessment or program evaluation, with a preference toward a Doctorate degree with similar emphasis
• A minimum of 5 years experience developing and conducting research or program evaluations in a K-12 public school setting, preferably in an urban public school setting
• Research and evaluation project management experience
• A minimum of 3 years experience supervising staff
• Working knowledge of assessment tools that measure various constructs defining student achievement
• Working knowledge of standardized assessments, their administration protocol and interpretation and use of resulting data
• Direct experience implementing and explaining the accountability of federal and state mandates
• Working knowledge of ethical and legal issues surrounding implementing a comprehensive assessment framework in a K-12 public school environment
• Documented and demonstrated experience establishing and developing partnerships with local and state entities
• Advanced skills and practical experience using statistical software packages, such as SPSS
• Advanced skills in Microsoft Office programs, including PowerPoint, Excel and Access
• Practical experiencing and skill with development and maintenance of data delivery systems (i.e., data dashboards, websites, and podcasts)
REQUIREMENTS:
• Graduate transcripts identifying successful completion of specific, advanced coursework in program evaluation, standardized assessment, assessment development and design, research methods, research design, and applied statistics
• Evidence of direct, practical experience developing and conducting both qualitative and quantitative research or evaluation studies
• Evidence of excellent understanding of and skills developing data collection tools
• Demonstration of excellent skills and direct, practical experience analyzing and interpreting quantitative and qualitative data
• Demonstration of practical experience and skill communicating complex information to various stakeholders
Only those applicants, who meet all of the above qualifications, will be granted an interview. All applications must be accompanied by a copy of the appropriate certificate(s) required cover letter, resume, three current letters of recommendation and original transcripts. Emergency certificates will not be accepted. Applicants pending certification may be chosen to participate in the interview process. If selected applicant (s), must possess full certification prior to school board appointment and assignment.
Applications may be obtained from the Office of Human Resources, 797 Westminster Street, Providence, RI. The completed form must be returned to the Office of Human Resources no later than 4:30 p.m. on the above closing date. Applications may be downloaded from the Providence Public Schools web site www.providenceschools.org.
PLEASE POST
An Equal Opportunity Employer. The Providence School Department does not discriminate on the basis of race, age, sex, religion, sexual orientation, gender identity or expression, national origin, color, disability or veteran status. Vision: The Providence Public School District will be a national leader in educating urban youth. Mission: The Providence Public School District will prepare all students to succeed in the nation’s colleges and universities, and in their chosen professions
797 WESTMINSTER STREET
PROVIDENCE, RI 02903-4045
OFFICE OF HUMAN RESOURCES
ANNOUNCEMENT OF AN ADMINISTRATIVE VACANCY
“CONTINGENT UPON FEDERAL FUNDING”
TITLE: DIRECTOR OF RESEARCH, PLANNING AND ACCOUNTABILITY
LOCATION: OFFICE OF THE CHIEF ACADEMIC OFFICER
ADMINISTRATION BUILDING
SALARY RANGE:$79,249 – $90,256
This is a 12-Month, Non-Union Position
NOTE:
Interviews for all open until filled positions can begin 10 days after the initial opening date and continue until the position is filled. Applicants who submit an application after the 10th day of initial posting may not be called for an interview if interviews have been scheduled or if a successful candidate is selected. All open until filled positions are expunged 6 months after the initial opening date.
JOB SPECIFICATION:
The Director of Research, Planning and Accountability will develop and implement a comprehensive assessment framework aligned with the district goals and objectives, as well as ensure the scientific integrity of district research, evaluation, and assessment efforts so as to support the district in continued efforts to provide an effective, quality education for all students.
DUTIES:
• Develop, maintain, and implement a comprehensive assessment framework for the district.
• Engage in on-going evaluation of data collection tools used in the district, identifying and developing tools that address data gaps.
• Maintain and implement annual calendars that define and coordinate local and state assessment efforts.
• Develop and implement clearly defined processes for validating data.
• Review and approve all research projects conducted within the district based on defined policy, guidelines, and processes.
• Develop and implement a multi-year evaluation plan that is aligned to district goals and objectives.
• Disseminate appropriate data and information to administrators, Board of Education, and key stakeholders.
• Develop and maintain data dissemination tools, such as data dashboards, office website, and podcasts.
• Give presentations to Board of Education and other stakeholder groups on research, evaluation, and assessment purposes, efforts and results.
• Develop and implement a multi-year professional development plan to support district staff in on-going development of necessary assessment, data use, and decision making knowledge and skills.
• Foster and develop partnerships with local and state entities, including area colleges and universities, to expand capacity to conduct research and evaluation aligned with district goals.
• Adhere to ethical guidelines defined by the American Psychological Association (APA).
• Manage the office within the defined budgetary parameters for the given fiscal year.
• Assume other duties as may from time to time be delegated by supervisor.
QUALIFICATIONS:
• Master degree in Educational Psychology or Psychology with an emphasis on research, assessment or program evaluation, with a preference toward a Doctorate degree with similar emphasis
• A minimum of 5 years experience developing and conducting research or program evaluations in a K-12 public school setting, preferably in an urban public school setting
• Research and evaluation project management experience
• A minimum of 3 years experience supervising staff
• Working knowledge of assessment tools that measure various constructs defining student achievement
• Working knowledge of standardized assessments, their administration protocol and interpretation and use of resulting data
• Direct experience implementing and explaining the accountability of federal and state mandates
• Working knowledge of ethical and legal issues surrounding implementing a comprehensive assessment framework in a K-12 public school environment
• Documented and demonstrated experience establishing and developing partnerships with local and state entities
• Advanced skills and practical experience using statistical software packages, such as SPSS
• Advanced skills in Microsoft Office programs, including PowerPoint, Excel and Access
• Practical experiencing and skill with development and maintenance of data delivery systems (i.e., data dashboards, websites, and podcasts)
REQUIREMENTS:
• Graduate transcripts identifying successful completion of specific, advanced coursework in program evaluation, standardized assessment, assessment development and design, research methods, research design, and applied statistics
• Evidence of direct, practical experience developing and conducting both qualitative and quantitative research or evaluation studies
• Evidence of excellent understanding of and skills developing data collection tools
• Demonstration of excellent skills and direct, practical experience analyzing and interpreting quantitative and qualitative data
• Demonstration of practical experience and skill communicating complex information to various stakeholders
Only those applicants, who meet all of the above qualifications, will be granted an interview. All applications must be accompanied by a copy of the appropriate certificate(s) required cover letter, resume, three current letters of recommendation and original transcripts. Emergency certificates will not be accepted. Applicants pending certification may be chosen to participate in the interview process. If selected applicant (s), must possess full certification prior to school board appointment and assignment.
Applications may be obtained from the Office of Human Resources, 797 Westminster Street, Providence, RI. The completed form must be returned to the Office of Human Resources no later than 4:30 p.m. on the above closing date. Applications may be downloaded from the Providence Public Schools web site www.providenceschools.org.
PLEASE POST
An Equal Opportunity Employer. The Providence School Department does not discriminate on the basis of race, age, sex, religion, sexual orientation, gender identity or expression, national origin, color, disability or veteran status. Vision: The Providence Public School District will be a national leader in educating urban youth. Mission: The Providence Public School District will prepare all students to succeed in the nation’s colleges and universities, and in their chosen professions
University of New Mexico
UNIVERSITY OF NEW MEXICO, COLLEGE OF EDUCATION
Educational Psychology Faculty Position
Applied Educational Statistics
The University of New Mexico College of Education, Department of Individual, Family and Community Education, invites applications for an Assistant Professor in Educational Psychology, Applied Educational Statistics, probationary appointment leading to a tenure decision, beginning August, 2009.
Minimum Qualifications: 1) earned doctorate in Educational Psychology or related field by August 2009; and, 2) evidence of expertise in applied educational statistics.
Preference will be given to applicants with: 1) excellence or potential for excellence in teaching applied educational statistics; 2) evidence of scholarly research; 3) expertise in a substantive area of educational psychology or related field relevant to the mission of the program; 4) interest and commitment to working with diverse populations; and, 5) interest in and commitment to working in applied educational settings.
Responsibilities: The successful candidate will be expected to collaborate with educational psychology faculty with expertise in cognition, human development, motivation, measurement & assessment, and educational research methods. This faculty member will be expected to teach graduate courses in educational psychology, especially in advanced educational statistics and research methods (e.g. multiple regression, multivariate methods). This faculty member will also be expected to conduct an active research program as well as to advise master and doctoral-level graduate students specializing in educational psychology. The successful candidate will provide support to graduate students and faculty throughout the College and University in the use and application of statistical and research methods which includes helping to meet the needs for service on degree committees of students minoring in quantitative methods in educational psychology or who need committee members with methodological expertise.
A complete application packet will include:
1) A signed letter of application including statement of qualifications in relation to the Minimum and Preferred qualifications;
2) A complete and up-to-date curriculum vita;
3) One professional publication or presentation;
4) Samples of teaching materials and evidence of teaching excellence;
5) At least three letters of recommendation from professional references;
6) Transcripts of ALL collegiate coursework (readable, unofficial copies will be accepted).
Applications should be addressed to:
Helen R. Harris, Coord, Personnel
College of Education, Dean’s Office
MSC 05-3040
1 University of New Mexico
Albuquerque, NM 87131-0001
Please refer to JR # 6519. For best consideration, complete application packets must be received by 5:00pm (MST) on November 26, 2008. We especially encourage members of underrepresented groups to apply. Position will remain open until filled. UNM is an Equal Opportunity/Affirmative Action Employer and Educator.
Educational Psychology Faculty Position
Applied Educational Statistics
The University of New Mexico College of Education, Department of Individual, Family and Community Education, invites applications for an Assistant Professor in Educational Psychology, Applied Educational Statistics, probationary appointment leading to a tenure decision, beginning August, 2009.
Minimum Qualifications: 1) earned doctorate in Educational Psychology or related field by August 2009; and, 2) evidence of expertise in applied educational statistics.
Preference will be given to applicants with: 1) excellence or potential for excellence in teaching applied educational statistics; 2) evidence of scholarly research; 3) expertise in a substantive area of educational psychology or related field relevant to the mission of the program; 4) interest and commitment to working with diverse populations; and, 5) interest in and commitment to working in applied educational settings.
Responsibilities: The successful candidate will be expected to collaborate with educational psychology faculty with expertise in cognition, human development, motivation, measurement & assessment, and educational research methods. This faculty member will be expected to teach graduate courses in educational psychology, especially in advanced educational statistics and research methods (e.g. multiple regression, multivariate methods). This faculty member will also be expected to conduct an active research program as well as to advise master and doctoral-level graduate students specializing in educational psychology. The successful candidate will provide support to graduate students and faculty throughout the College and University in the use and application of statistical and research methods which includes helping to meet the needs for service on degree committees of students minoring in quantitative methods in educational psychology or who need committee members with methodological expertise.
A complete application packet will include:
1) A signed letter of application including statement of qualifications in relation to the Minimum and Preferred qualifications;
2) A complete and up-to-date curriculum vita;
3) One professional publication or presentation;
4) Samples of teaching materials and evidence of teaching excellence;
5) At least three letters of recommendation from professional references;
6) Transcripts of ALL collegiate coursework (readable, unofficial copies will be accepted).
Applications should be addressed to:
Helen R. Harris, Coord, Personnel
College of Education, Dean’s Office
MSC 05-3040
1 University of New Mexico
Albuquerque, NM 87131-0001
Please refer to JR # 6519. For best consideration, complete application packets must be received by 5:00pm (MST) on November 26, 2008. We especially encourage members of underrepresented groups to apply. Position will remain open until filled. UNM is an Equal Opportunity/Affirmative Action Employer and Educator.
Tulane University
DIRECTOR OF ASSESSMENT
TULANE UNIVERSITY
Founded in 1834, Tulane University is one of the most highly regarded and selective independent research universities in the United States. A member of the Association of American Universities, we take pride in being a part of this select group of 62 universities with “pre-eminent programs of graduate and professional education and scholarly research.” Our schools and colleges offer undergraduate, graduate and professional degrees in the liberal arts, science and engineering, architecture, business, law, social work, medicine and public health and tropical medicine.
The Office of Academic Affairs and Provost is seeking an experienced professional to join our team as Director of Assessment. The position reports directly to the Senior Vice President for Academic Affairs and Provost.
DUTIES & RESPONSIBILITIES:
In collaboration with the university assessment committee, the successful candidate
• will lead in the creation and execution of an institution-wide student learning assessment plan
• will (both individually and in groups) work collaboratively with, and encourage department chairs and faculty to:
o develop and refine common standards for planning and reporting course and program-level, educational objectives,
o define learning outcomes and measures,
o collect and evaluate assessment data,
o interpret results, and
o plan and execute improvement initiatives
• will work with the office of institutional research to
o plan and conduct surveys, studies and/or statistical analysis to support learning assessment;
o analyze the strengths and weaknesses of current assessment efforts, and
o stay abreast of current trends in assessment;
• will provide professional development opportunities (including developing and maintaining an assessment library/web site resource)
• will work with unit directors and vice-presidents of educational and administrative support units to establish assessment plans for institutional effectiveness and improvement initiatives.
• will suggest incentives for faculty and staff on assessment and quality improvement
• will prepare semiannual reports on university-wide teaching and learning assessment results for use by the university administration and the academic senate
• will assist in responding to state, federal and other externally mandated reporting requirements, and to accrediting agencies.
• will assist in the development of institutional strategies to respond to and improve our placement in ranking studies of all our programs, Schools, and of the University overall
KNOWLEDGE, SKILLS & ABILITIES REQUIRED:
• Ph.D. in education or social sciences preferred. Will consider Ph.D. candidates (ABD) with exceptional skills and experience.
• Three-plus years of experience in assessment, evaluation, and research at an institution of higher education related to broad areas of curriculum, instruction, student learning or institutional effectiveness.
• Well-developed familiarity with methods of curriculum design, learning outcomes and teaching effectiveness assessment
• Experience in test development and validation, survey design and management, performance evaluation systems, and multivariate statistical analysis
• Awareness of national trends related to assessment and educational research, particularly related to higher education and higher education accreditation.
• Exceptional communication and quantitative/qualitative research skills, coupled with a solid foundation in learning outcomes assessment design and implementation, program review processes, program assessment and development techniques.
TULANE UNIVERSITY
Founded in 1834, Tulane University is one of the most highly regarded and selective independent research universities in the United States. A member of the Association of American Universities, we take pride in being a part of this select group of 62 universities with “pre-eminent programs of graduate and professional education and scholarly research.” Our schools and colleges offer undergraduate, graduate and professional degrees in the liberal arts, science and engineering, architecture, business, law, social work, medicine and public health and tropical medicine.
The Office of Academic Affairs and Provost is seeking an experienced professional to join our team as Director of Assessment. The position reports directly to the Senior Vice President for Academic Affairs and Provost.
DUTIES & RESPONSIBILITIES:
In collaboration with the university assessment committee, the successful candidate
• will lead in the creation and execution of an institution-wide student learning assessment plan
• will (both individually and in groups) work collaboratively with, and encourage department chairs and faculty to:
o develop and refine common standards for planning and reporting course and program-level, educational objectives,
o define learning outcomes and measures,
o collect and evaluate assessment data,
o interpret results, and
o plan and execute improvement initiatives
• will work with the office of institutional research to
o plan and conduct surveys, studies and/or statistical analysis to support learning assessment;
o analyze the strengths and weaknesses of current assessment efforts, and
o stay abreast of current trends in assessment;
• will provide professional development opportunities (including developing and maintaining an assessment library/web site resource)
• will work with unit directors and vice-presidents of educational and administrative support units to establish assessment plans for institutional effectiveness and improvement initiatives.
• will suggest incentives for faculty and staff on assessment and quality improvement
• will prepare semiannual reports on university-wide teaching and learning assessment results for use by the university administration and the academic senate
• will assist in responding to state, federal and other externally mandated reporting requirements, and to accrediting agencies.
• will assist in the development of institutional strategies to respond to and improve our placement in ranking studies of all our programs, Schools, and of the University overall
KNOWLEDGE, SKILLS & ABILITIES REQUIRED:
• Ph.D. in education or social sciences preferred. Will consider Ph.D. candidates (ABD) with exceptional skills and experience.
• Three-plus years of experience in assessment, evaluation, and research at an institution of higher education related to broad areas of curriculum, instruction, student learning or institutional effectiveness.
• Well-developed familiarity with methods of curriculum design, learning outcomes and teaching effectiveness assessment
• Experience in test development and validation, survey design and management, performance evaluation systems, and multivariate statistical analysis
• Awareness of national trends related to assessment and educational research, particularly related to higher education and higher education accreditation.
• Exceptional communication and quantitative/qualitative research skills, coupled with a solid foundation in learning outcomes assessment design and implementation, program review processes, program assessment and development techniques.
University of Northern Iowa
Position Announcement
Assistant/Associate Professor
The Department of Educational Psychology & Foundations at the
University of Northern Iowa invites applications for a tenure-track
position in the area of Quantitative Methods at the assistant/associate
professor rank to begin fall 2009. We are particularly interested in
candidates with research interests in education and expertise in methods
relevant to collecting and analyzing large-scale data sets. Research
specialty is open. Teaching responsibilities may include, but are not
limited to, graduate and undergraduate courses related to statistical
methods, research design, program evaluation, and classroom assessment.
The successful candidate will also be expected to serve on or supervise
masters and doctoral committees both within and outside the department.
A doctoral degree in education or a related social science discipline
(outstanding ABD candidates will be considered) is required. Salary is
commensurate with qualifications and experience. Benefits include
TIAA/CREF, group life, disability, medical and dental insurance. For a
more detailed position announcement and information about the department
and college, please visit our web site at:
http://www.uni.edu/coe/_information/jobs.shtml
The University of Northern Iowa is one of three state universities and
enjoys national recognition for its high educational standards and
historic excellence in teacher education. UNI possesses a distinctive
mission, being the only comprehensive state university in Iowa. U.S.
News and World Report has ranked UNI second among Midwest public
universities for eleven consecutive years. UNI is one of 62 U.S.
colleges and universities selected by the Carnegie Foundation for the
Advancement of Teaching for its new Community Engagement classification
for curricular engagement and partnerships. The University’s medium
size—just over 12,600 students—allows it to offer faculty,
facilities, and academic choices of a large university, while retaining
a friendly, small-college atmosphere on a compact, park-like campus.
Located in Cedar Falls, the campus is comprised of more than 40
buildings on 910 acres.
UNI and the COE are committed to a university environment characterized
by diversity, collegiality, and mutual respect. The department
encourages applications from persons of color, women, persons living
with disabilities, and veterans.
To apply, please submit a letter of application, vita, transcript,
teaching statement, two letters of reference, and names and telephone
numbers of two additional references to Dr. Anthony Gabriele, Search
Chair, Department of Educational Psychology & Foundations, University of
Northern Iowa, Cedar Falls, Iowa, 50614-0607. Applications received by
November 10, 2008 will be given full consideration. For further
information, please E-mail gabriele@uni.edu (
file:///C:/Documents%20and%20Settings/shenry/Local%20Settings/Temp/XPgrpwise/48D75B85StaffStaff4100132387A142761/gabriele@uni.edu
), Telephone (319) 273-2899, FAX (319) 273-7732.
The University is an equal opportunity employer with a comprehensive
plan for affirmative action. UNI is a smoke-free campus.
Assistant/Associate Professor
The Department of Educational Psychology & Foundations at the
University of Northern Iowa invites applications for a tenure-track
position in the area of Quantitative Methods at the assistant/associate
professor rank to begin fall 2009. We are particularly interested in
candidates with research interests in education and expertise in methods
relevant to collecting and analyzing large-scale data sets. Research
specialty is open. Teaching responsibilities may include, but are not
limited to, graduate and undergraduate courses related to statistical
methods, research design, program evaluation, and classroom assessment.
The successful candidate will also be expected to serve on or supervise
masters and doctoral committees both within and outside the department.
A doctoral degree in education or a related social science discipline
(outstanding ABD candidates will be considered) is required. Salary is
commensurate with qualifications and experience. Benefits include
TIAA/CREF, group life, disability, medical and dental insurance. For a
more detailed position announcement and information about the department
and college, please visit our web site at:
http://www.uni.edu/coe/_information/jobs.shtml
The University of Northern Iowa is one of three state universities and
enjoys national recognition for its high educational standards and
historic excellence in teacher education. UNI possesses a distinctive
mission, being the only comprehensive state university in Iowa. U.S.
News and World Report has ranked UNI second among Midwest public
universities for eleven consecutive years. UNI is one of 62 U.S.
colleges and universities selected by the Carnegie Foundation for the
Advancement of Teaching for its new Community Engagement classification
for curricular engagement and partnerships. The University’s medium
size—just over 12,600 students—allows it to offer faculty,
facilities, and academic choices of a large university, while retaining
a friendly, small-college atmosphere on a compact, park-like campus.
Located in Cedar Falls, the campus is comprised of more than 40
buildings on 910 acres.
UNI and the COE are committed to a university environment characterized
by diversity, collegiality, and mutual respect. The department
encourages applications from persons of color, women, persons living
with disabilities, and veterans.
To apply, please submit a letter of application, vita, transcript,
teaching statement, two letters of reference, and names and telephone
numbers of two additional references to Dr. Anthony Gabriele, Search
Chair, Department of Educational Psychology & Foundations, University of
Northern Iowa, Cedar Falls, Iowa, 50614-0607. Applications received by
November 10, 2008 will be given full consideration. For further
information, please E-mail gabriele@uni.edu (
file:///C:/Documents%20and%20Settings/shenry/Local%20Settings/Temp/XPgrpwise/48D75B85StaffStaff4100132387A142761/gabriele@uni.edu
), Telephone (319) 273-2899, FAX (319) 273-7732.
The University is an equal opportunity employer with a comprehensive
plan for affirmative action. UNI is a smoke-free campus.
Arizona State University
ASSISTANT PROFESSOR OF QUANTITATIVE PSYCHOLOGY FALL, 2009
The Department of Psychology at Arizona State University invites
applications for a tenure-track position in Quantitative Psychology
beginning August, 2009 at the assistant professor level, pending final
budgetary approval.
The requirements for this position include: (1) a Ph.D., in Quantitative Psychology or a closely related discipline; (2)evidence of scholarly contributions in quantitative psychology; and (3) a commitment to quality teaching at the graduate and undergraduate levels.
Thesuccessful candidate will be expected to teach advanced quantitative
graduate courses beyond the ANOVA, Regression, Multivariate Analysis, and
Introduction to Structural Equation Modeling sequence. We welcome applicants
with a focus in any area of measurement, research methods, or statistical
modeling of psychological data. We have interest in individuals with
expertise in the design and analysis of field research. The successful
candidate will be expected to make scholarly contributions in quantitative
psychology, to mentor graduate students, and to contribute to the applied
statistical consultation of the quantitative group with substantive
researchers across areas of psychology. The nationally prominent
Quantitative Psychology Program currently has 7 faculty and 12 active
doctoral students. Ongoing collaborations exist with substantive
researchers within the Department of Psychology and with quantitative
faculty across campus. Arizona State University is located in the
Phoenix/Scottsdale metropolitan area and offers all of the amenities of a
large urban/Winter resort area.
Applicants must submit a curriculum vitae, reprints and/or preprints of
publications, together with a letter describing research and teaching
experience and interests, and three letters of reference. Lists of relevant
coursework, evidence of quality teaching and quality statistical
consultation are also required.
All materials must be sent to Stephen G.West, Chair, Quantitative Search Committee, Department of Psychology, Box 871104, Arizona State University, Tempe, AZ 85287-1104, e-mail: sgwest@asu.edu.
Letters of reference must be sent directly by referees to Stephen West. Be sure to include "Quantitative Search" in the subject line when sending e-mail. Review of applicants will begin on Friday, November 14, 2008; if not filled, every two weeks thereafter until the search is closed.
Arizona State University and the Department of Psychology encourages and
supports diversity among applicants and employees. Arizona State University
is an Affirmative Action/Equal Opportunity Employer. In line with the
Arizona Board of Regents' policy, a background check is required for
employment.
The Department of Psychology at Arizona State University invites
applications for a tenure-track position in Quantitative Psychology
beginning August, 2009 at the assistant professor level, pending final
budgetary approval.
The requirements for this position include: (1) a Ph.D., in Quantitative Psychology or a closely related discipline; (2)evidence of scholarly contributions in quantitative psychology; and (3) a commitment to quality teaching at the graduate and undergraduate levels.
Thesuccessful candidate will be expected to teach advanced quantitative
graduate courses beyond the ANOVA, Regression, Multivariate Analysis, and
Introduction to Structural Equation Modeling sequence. We welcome applicants
with a focus in any area of measurement, research methods, or statistical
modeling of psychological data. We have interest in individuals with
expertise in the design and analysis of field research. The successful
candidate will be expected to make scholarly contributions in quantitative
psychology, to mentor graduate students, and to contribute to the applied
statistical consultation of the quantitative group with substantive
researchers across areas of psychology. The nationally prominent
Quantitative Psychology Program currently has 7 faculty and 12 active
doctoral students. Ongoing collaborations exist with substantive
researchers within the Department of Psychology and with quantitative
faculty across campus. Arizona State University is located in the
Phoenix/Scottsdale metropolitan area and offers all of the amenities of a
large urban/Winter resort area.
Applicants must submit a curriculum vitae, reprints and/or preprints of
publications, together with a letter describing research and teaching
experience and interests, and three letters of reference. Lists of relevant
coursework, evidence of quality teaching and quality statistical
consultation are also required.
All materials must be sent to Stephen G.West, Chair, Quantitative Search Committee, Department of Psychology, Box 871104, Arizona State University, Tempe, AZ 85287-1104, e-mail: sgwest@asu.edu.
Letters of reference must be sent directly by referees to Stephen West. Be sure to include "Quantitative Search" in the subject line when sending e-mail. Review of applicants will begin on Friday, November 14, 2008; if not filled, every two weeks thereafter until the search is closed.
Arizona State University and the Department of Psychology encourages and
supports diversity among applicants and employees. Arizona State University
is an Affirmative Action/Equal Opportunity Employer. In line with the
Arizona Board of Regents' policy, a background check is required for
employment.
Indiana University
POSITION ANNOUNCEMENT
EDUCATIONAL RESEARCH METHODOLOGIST - QUANTITATIVE EMPHASIS. The faculty of the Counseling and Educational Psychology Department in the School of Education at Indiana University announces the opening of a tenure track assistant professor position for an educational research methodologist with expertise in quantitative methodologies and a broad and critical understanding of inquiry methodologies in educational contexts. The successful candidate is also expected to have identified a substantive area of interest in education and begun a rigorous research program with the potential to obtain external research funding. A commitment to teaching-both introductory and advanced research methodology and methods courses (e.g., hierarchical and longitudinal models, covariance structure models)-and to supervising graduate research studies and dissertations are of critical importance.
Located on an extraordinarily beautiful campus in a delightful small city, Indiana University Bloomington (IUB) offers its students, faculty, and staff a rich array of academic programs, cultural events, sports and recreational activities, and vibrant organizations both on and off campus. Combining the scientific, intellectual, and artistic resources of a world-renowned research university with the friendliness, personal attention, and supportive environment of a classic liberal arts college, IUB provides a wide range of degree-granting programs in a variety of professional fields as well as in the arts and sciences. IUB is a public-spirited place committed to academic excellence, diversity, and partnerships with other universities and colleges, PK-16 education, local communities, business and industry, government agencies, and private foundations. (For more information about IUB and the other campuses in the IU system, visit the IUB web site at http://www.iub.edu/ and the School of Education web site http://www.education.indiana.edu
QUALIFICATIONS. Earned doctorate in a relevant area of specialization received by September 1, 2009, and ability to work collaboratively with colleagues in the department and in the school.
APPLICATION PROCESS. Review of applications will begin on December 10, 2008 and will continue until the position is filled. Applicants should send the following material: (1) a letter of application describing teaching and research interests, (2) a curriculum vitae, (3) graduate transcripts, (4) relevant publications or samples scholarly writing, (5) three letters of recommendation, and (6) relevant course evaluation if available. For additional information, please contact the Co-chairs of the Search Committee: Joanne Peng [peng@indiana.edu - (812) 856-8337] or Ginette Delandshere [gdelands@indiana.edu - (812) 856-8347]. Send
all materials to:
Joanne Peng or Ginette Delandshere, co-chairs
c/o Charlene Conner, Administrative Assistant
Inquiry Methodology Search Committee
Indiana University
School of Education
201 North Rose Avenue
Bloomington, IN 47405-1006
The faculty of Indiana University is committed to achieving excellence through cultural diversity. The university actively encourages applications and nominations of women, persons of color, applicants with disabilities, and members of other under-represented groups. As a function of our long range planning efforts the faculty of the School of Education reaffirmed our commitment to leadership in applications of technology to enhance teaching and learning. Candidates with expertise in the use of technology for research and instruction are encouraged to apply.
EDUCATIONAL RESEARCH METHODOLOGIST - QUANTITATIVE EMPHASIS. The faculty of the Counseling and Educational Psychology Department in the School of Education at Indiana University announces the opening of a tenure track assistant professor position for an educational research methodologist with expertise in quantitative methodologies and a broad and critical understanding of inquiry methodologies in educational contexts. The successful candidate is also expected to have identified a substantive area of interest in education and begun a rigorous research program with the potential to obtain external research funding. A commitment to teaching-both introductory and advanced research methodology and methods courses (e.g., hierarchical and longitudinal models, covariance structure models)-and to supervising graduate research studies and dissertations are of critical importance.
Located on an extraordinarily beautiful campus in a delightful small city, Indiana University Bloomington (IUB) offers its students, faculty, and staff a rich array of academic programs, cultural events, sports and recreational activities, and vibrant organizations both on and off campus. Combining the scientific, intellectual, and artistic resources of a world-renowned research university with the friendliness, personal attention, and supportive environment of a classic liberal arts college, IUB provides a wide range of degree-granting programs in a variety of professional fields as well as in the arts and sciences. IUB is a public-spirited place committed to academic excellence, diversity, and partnerships with other universities and colleges, PK-16 education, local communities, business and industry, government agencies, and private foundations. (For more information about IUB and the other campuses in the IU system, visit the IUB web site at http://www.iub.edu/ and the School of Education web site http://www.education.indiana.edu
QUALIFICATIONS. Earned doctorate in a relevant area of specialization received by September 1, 2009, and ability to work collaboratively with colleagues in the department and in the school.
APPLICATION PROCESS. Review of applications will begin on December 10, 2008 and will continue until the position is filled. Applicants should send the following material: (1) a letter of application describing teaching and research interests, (2) a curriculum vitae, (3) graduate transcripts, (4) relevant publications or samples scholarly writing, (5) three letters of recommendation, and (6) relevant course evaluation if available. For additional information, please contact the Co-chairs of the Search Committee: Joanne Peng [peng@indiana.edu
all materials to:
Joanne Peng or Ginette Delandshere, co-chairs
c/o Charlene Conner, Administrative Assistant
Inquiry Methodology Search Committee
Indiana University
School of Education
201 North Rose Avenue
Bloomington, IN 47405-1006
The faculty of Indiana University is committed to achieving excellence through cultural diversity. The university actively encourages applications and nominations of women, persons of color, applicants with disabilities, and members of other under-represented groups. As a function of our long range planning efforts the faculty of the School of Education reaffirmed our commitment to leadership in applications of technology to enhance teaching and learning. Candidates with expertise in the use of technology for research and instruction are encouraged to apply.
Tuesday, September 16, 2008
Education Development Center (EDC)
RESEARCH ASSISTANT II
Full-time
Newton, MA
Description
Education Development Center (EDC) is one of the world’s leading non-profit research and development firms. Established in 1958, EDC’s work spans the globe, joining research with practice to meet today’s and tomorrow’s challenges in education, health promotion, technology, human rights, and the environment. While the issues we confront are complex, all that we do is united by one simple conviction: Learning is the liberating force in human development.
EDC is Committed to Diversity in the Workplace
The Adapting Reading Test Items Based on Modified Academic Achievement Standards (ARTIIV) in Education, Employment and Community Programs has an opening for a Research Assistant (II), reporting to the Project Director in EEC.
The Research Assistant II will be working on a US Department of Education funded study whose goal is to help five states develop alternate assessments based on modified academic achievement standards (AA-MAS). The work will focus on implementing cognitive interviews with high school students to gain an understanding of their understanding of standardized reading tests.
The Research Assistant II will be involved directly with the cognitive interviews, and should have experience in interviewing techniques, protocol development and revision, analysis of qualitative data, and/or interest in large scale assessment, item development, and cognitive processing.
ESSENTIAL FUNCTIONS - All staff are expected to communicate clearly and courteously; to develop and maintain positive relationships with clients, consultants, collaborators, co-workers, field sites, and funders; and to work respectfully with EDC colleagues.
All jobs require adherence to EDC policies & procedures. Under management guidance, the Research Assistant (II) provides support to qualitative &/or quantitative investigation efforts, including:
• research & analysis, using independent judgment in consultation
• drafting, revising
• documenting & cataloguing
• maintaining records
• preparing recommendations
• disseminating information
• development and proposal assistance
• conducting cognitive interviews with secondary school students
• using quantitative and qualitative analysis software
• analyzing assessment items
The Research Assistant (II)
• Facilitates project teamwork; engages collaboratively in feedback
• Leads specific administrative tasks
• Assists with quality assurance
• Provides logistical support
• May assist in the coordination of sections of projects
• May provide direction to support staff
• May be expected to travel
QUALIFICATIONS - All jobs require educational achievement; excellent writing skills; demonstrable initiative, creativity, and flexibility; ability to work independently and effectively in groups; strong interpersonal & organizational skills.
This position requires:
• Bachelor’s degree or equivalent combination of education & experience
• Master’s degree or equivalent combination of training & education in a related field preferred
• 3–5 years related research, education or administrative coordination, requiring experience with computer applications (including databases) and Internet research
• experience in qualitative research with high school age youth and/or students with disabilities
• experience in assessment item development and/or cognitive development preferred
Posted: September 15, 2008
Full-time
Newton, MA
Description
Education Development Center (EDC) is one of the world’s leading non-profit research and development firms. Established in 1958, EDC’s work spans the globe, joining research with practice to meet today’s and tomorrow’s challenges in education, health promotion, technology, human rights, and the environment. While the issues we confront are complex, all that we do is united by one simple conviction: Learning is the liberating force in human development.
EDC is Committed to Diversity in the Workplace
The Adapting Reading Test Items Based on Modified Academic Achievement Standards (ARTIIV) in Education, Employment and Community Programs has an opening for a Research Assistant (II), reporting to the Project Director in EEC.
The Research Assistant II will be working on a US Department of Education funded study whose goal is to help five states develop alternate assessments based on modified academic achievement standards (AA-MAS). The work will focus on implementing cognitive interviews with high school students to gain an understanding of their understanding of standardized reading tests.
The Research Assistant II will be involved directly with the cognitive interviews, and should have experience in interviewing techniques, protocol development and revision, analysis of qualitative data, and/or interest in large scale assessment, item development, and cognitive processing.
ESSENTIAL FUNCTIONS - All staff are expected to communicate clearly and courteously; to develop and maintain positive relationships with clients, consultants, collaborators, co-workers, field sites, and funders; and to work respectfully with EDC colleagues.
All jobs require adherence to EDC policies & procedures. Under management guidance, the Research Assistant (II) provides support to qualitative &/or quantitative investigation efforts, including:
• research & analysis, using independent judgment in consultation
• drafting, revising
• documenting & cataloguing
• maintaining records
• preparing recommendations
• disseminating information
• development and proposal assistance
• conducting cognitive interviews with secondary school students
• using quantitative and qualitative analysis software
• analyzing assessment items
The Research Assistant (II)
• Facilitates project teamwork; engages collaboratively in feedback
• Leads specific administrative tasks
• Assists with quality assurance
• Provides logistical support
• May assist in the coordination of sections of projects
• May provide direction to support staff
• May be expected to travel
QUALIFICATIONS - All jobs require educational achievement; excellent writing skills; demonstrable initiative, creativity, and flexibility; ability to work independently and effectively in groups; strong interpersonal & organizational skills.
This position requires:
• Bachelor’s degree or equivalent combination of education & experience
• Master’s degree or equivalent combination of training & education in a related field preferred
• 3–5 years related research, education or administrative coordination, requiring experience with computer applications (including databases) and Internet research
• experience in qualitative research with high school age youth and/or students with disabilities
• experience in assessment item development and/or cognitive development preferred
Posted: September 15, 2008
Monday, September 15, 2008
University of New Mexico College of Education
UNIVERSITY OF NEW MEXICO, COLLEGE OF EDUCATION
Educational Psychology Faculty Position
Applied Educational Statistics
The University of New Mexico College of Education, Department of Individual,
Family and Community Education, invites applications for an Assistant
Professor in Educational Psychology, Applied Educational Statistics,
probationary appointment leading to a tenure decision, beginning August,
2009.
Minimum Qualifications: 1) earned doctorate in Educational Psychology or
related field by August 2009; and, 2) evidence of expertise in applied
educational statistics.
Preference will be given to applicants with: 1) excellence or potential for
excellence in teaching applied educational statistics; 2) evidence of
scholarly research; 3) expertise in a substantive area of educational
psychology or related field relevant to the mission of the program; 4)
interest and commitment to working with diverse populations; and, 5)
interest in and commitment to working in applied educational settings.
Responsibilities: The successful candidate will be expected to collaborate
with educational psychology faculty with expertise in cognition, human
development, motivation, measurement & assessment, and educational research
methods. This faculty member will be expected to teach graduate courses in
educational psychology, especially in advanced educational statistics and
research methods (e.g. multiple regression, multivariate methods). This
faculty member will also be expected to conduct an active research program
as well as to advise master and doctoral-level graduate students
specializing in educational psychology. The successful candidate will
provide support to graduate students and faculty throughout the College and
University in the use and application of statistical and research methods
which includes helping to meet the needs for service on degree committees of
students minoring in quantitative methods in educational psychology or who
need committee members with methodological expertise.
A complete application packet will include:
1) A signed letter of application including statement of qualifications
in relation to the Minimum and Preferred qualifications;
2) A complete and up-to-date curriculum vita;
3) One professional publication or presentation;
4) Samples of teaching materials and evidence of teaching excellence;
5) At least three letters of recommendation from professional
references;
6) Transcripts of ALL collegiate coursework (readable, unofficial copies
will be accepted).
Applications should be addressed to:
Helen R. Harris, Coord, Personnel
College of Education, Dean's Office
MSC 05-3040
1 University of New Mexico
Albuquerque, NM 87131-0001
Please refer to JR # 6519. For best consideration, complete application
packets must be received by 5:00pm (MST) on November 26, 2008. We
especially encourage members of underrepresented groups to apply. Position
will remain open until filled. UNM is an Equal Opportunity/Affirmative
Action Employer and Educator.
Educational Psychology Faculty Position
Applied Educational Statistics
The University of New Mexico College of Education, Department of Individual,
Family and Community Education, invites applications for an Assistant
Professor in Educational Psychology, Applied Educational Statistics,
probationary appointment leading to a tenure decision, beginning August,
2009.
Minimum Qualifications: 1) earned doctorate in Educational Psychology or
related field by August 2009; and, 2) evidence of expertise in applied
educational statistics.
Preference will be given to applicants with: 1) excellence or potential for
excellence in teaching applied educational statistics; 2) evidence of
scholarly research; 3) expertise in a substantive area of educational
psychology or related field relevant to the mission of the program; 4)
interest and commitment to working with diverse populations; and, 5)
interest in and commitment to working in applied educational settings.
Responsibilities: The successful candidate will be expected to collaborate
with educational psychology faculty with expertise in cognition, human
development, motivation, measurement & assessment, and educational research
methods. This faculty member will be expected to teach graduate courses in
educational psychology, especially in advanced educational statistics and
research methods (e.g. multiple regression, multivariate methods). This
faculty member will also be expected to conduct an active research program
as well as to advise master and doctoral-level graduate students
specializing in educational psychology. The successful candidate will
provide support to graduate students and faculty throughout the College and
University in the use and application of statistical and research methods
which includes helping to meet the needs for service on degree committees of
students minoring in quantitative methods in educational psychology or who
need committee members with methodological expertise.
A complete application packet will include:
1) A signed letter of application including statement of qualifications
in relation to the Minimum and Preferred qualifications;
2) A complete and up-to-date curriculum vita;
3) One professional publication or presentation;
4) Samples of teaching materials and evidence of teaching excellence;
5) At least three letters of recommendation from professional
references;
6) Transcripts of ALL collegiate coursework (readable, unofficial copies
will be accepted).
Applications should be addressed to:
Helen R. Harris, Coord, Personnel
College of Education, Dean's Office
MSC 05-3040
1 University of New Mexico
Albuquerque, NM 87131-0001
Please refer to JR # 6519. For best consideration, complete application
packets must be received by 5:00pm (MST) on November 26, 2008. We
especially encourage members of underrepresented groups to apply. Position
will remain open until filled. UNM is an Equal Opportunity/Affirmative
Action Employer and Educator.
Massachusetts Public School Performance
Position Title: Part-Time Assessment Developer
Reports to: Assessment Developer
Hire Date: September, 2008
Organization: Massachusetts Public School Performance and its Mission
Massachusetts Public School Performance (MPSP) was founded in January 2005 with a mission to build the capacity of school leaders to understand and effectively use real-time data to improve instruction in order to increase student achievement. We seek to transform how assessments are used—away from being an annual compliance mechanism, and towards being a powerful real-time tool, that dramatically improves instruction and increases student achievement.
Our Services to Schools:
MPSP provides schools with a unique set of tools to help schools assess student achievement and curriculum design, in accordance with Massachusetts state standards. Through a combination of formative assessments, reporting tools, analysis and consultative support, school leaders and teachers gain immediate, objective, and detailed insights into what their students are learning— while there is still time in the school year to close any gaps in their education.
Position Description:
This part-time position offers the unique opportunity for an entrepreneurial, results-oriented individual to become a member of Massachusetts Public School Performance. The Part-Time Assessment Developer will assist the Assessment Developer to research, develop, design, and produce standards-based formative assessments in Math and English Language Arts to be administered in elementary and middle schools.
Performance Expectations:
· Assist with revising existing assessments designed to measure student performance in specific grade levels and subject areas
· Assist with development of assessments for new grades, including, but not limited to researching and analyzing state standards and creating guides for schools
· Analyze released assessment items to determine standard being measured
· Develop formative assessment items designed to measure student performance in grades three through eight in Mathematics and/or English Language Arts
· Assessment development training will be provided by MPSP
Required Skills, Experiences and Competencies:
· 2+ years of experience working in, with, or for schools, districts, education agencies, or education-related companies, teaching experience preferred
· Demonstrated knowledge of what students must know and be able to do at the elementary and middle school grade levels in English Language Arts and/or Mathematics
· Deeply motivated by the goal of increasing student achievement in urban public schools
· Strong analytical and writing skills
· Strong team player, highly flexible with a desire to work in an entrepreneurial, fast-paced workplace
· Technical proficiency with MS Excel required
· B.A. or B.S. required, advanced degree preferred
· Able to work 5 to 8 hours per week in MPSP’s offices in downtown Boston
How to Apply:
Qualified applicants should send a cover letter and resume to Catherine Minihan, Assessment Developer, at cminihan@publicschoolperformance.org.
Please note “Part-Time Assessment Developer” in the email subject line.
* This position will require approximately 5-8 hours per week and will pay $18-$20 per hour, commensurate with experience.
Massachusetts Public School Performance is an equal opportunity employer.
Reports to: Assessment Developer
Hire Date: September, 2008
Organization: Massachusetts Public School Performance and its Mission
Massachusetts Public School Performance (MPSP) was founded in January 2005 with a mission to build the capacity of school leaders to understand and effectively use real-time data to improve instruction in order to increase student achievement. We seek to transform how assessments are used—away from being an annual compliance mechanism, and towards being a powerful real-time tool, that dramatically improves instruction and increases student achievement.
Our Services to Schools:
MPSP provides schools with a unique set of tools to help schools assess student achievement and curriculum design, in accordance with Massachusetts state standards. Through a combination of formative assessments, reporting tools, analysis and consultative support, school leaders and teachers gain immediate, objective, and detailed insights into what their students are learning— while there is still time in the school year to close any gaps in their education.
Position Description:
This part-time position offers the unique opportunity for an entrepreneurial, results-oriented individual to become a member of Massachusetts Public School Performance. The Part-Time Assessment Developer will assist the Assessment Developer to research, develop, design, and produce standards-based formative assessments in Math and English Language Arts to be administered in elementary and middle schools.
Performance Expectations:
· Assist with revising existing assessments designed to measure student performance in specific grade levels and subject areas
· Assist with development of assessments for new grades, including, but not limited to researching and analyzing state standards and creating guides for schools
· Analyze released assessment items to determine standard being measured
· Develop formative assessment items designed to measure student performance in grades three through eight in Mathematics and/or English Language Arts
· Assessment development training will be provided by MPSP
Required Skills, Experiences and Competencies:
· 2+ years of experience working in, with, or for schools, districts, education agencies, or education-related companies, teaching experience preferred
· Demonstrated knowledge of what students must know and be able to do at the elementary and middle school grade levels in English Language Arts and/or Mathematics
· Deeply motivated by the goal of increasing student achievement in urban public schools
· Strong analytical and writing skills
· Strong team player, highly flexible with a desire to work in an entrepreneurial, fast-paced workplace
· Technical proficiency with MS Excel required
· B.A. or B.S. required, advanced degree preferred
· Able to work 5 to 8 hours per week in MPSP’s offices in downtown Boston
How to Apply:
Qualified applicants should send a cover letter and resume to Catherine Minihan, Assessment Developer, at cminihan@publicschoolperformance.org.
Please note “Part-Time Assessment Developer” in the email subject line.
* This position will require approximately 5-8 hours per week and will pay $18-$20 per hour, commensurate with experience.
Massachusetts Public School Performance is an equal opportunity employer.
Friday, September 12, 2008
University of Oxford, Department of Education
University of Oxford, Department of Education
Postdoctoral Fellowship: GRADE 7: Salary £27,466 - £33,780
Professor Herb Marsh, Department of Education, University of Oxford
(http://www.education.ox.ac.uk/research/resgroup/self/index.php) seeks a
post-doctoral fellow (3 years with possible extension) to help lead a newly
funded (ESRC Professorial Fellowship) research programme starting in October
2008: Value Adding In Diverse Educational Contexts: Substantive-
Methodological Synergies That Address Complex Issues With Sophisticated
Methodology.
The research programme applies new statistical (multilevel latent variable)
models in a combination of simulated and “real data” projects:
1. Statistical innovation (simulation studies);
2. Contextual and value-added models used to construct league tables
(and their biases);
3. Benchmarking UK universities (National Student Survey responses of
educational experience by all graduating students from all 140 UK universities);
4. Science engagement in classrooms (international OECD/PISA data
from 60 countries);
5. Classroom/school (motivational and teacher/school effectiveness)
climate.
The Postdoctoral Research Fellow would work on all five projects in
conjunction with Prof Marsh and International members of the Oxford and SELF
Research network
(http://www.education.ox.ac.uk/research/resgroup/self/selfi.php), but would
choose one or two most related to their research interests as a focus.
The Postdoctoral Fellowship provides the opportunity for new researchers to
submit papers for publication, to develop research proposals, and to work
alongside a senior mentor who will support their academic career development.
The post provides a valuable and enriching, allowing the applicant to gain a
wide variety of academic research and management skills, entry into national
and international research networks, and to build quickly a research track
record suitable for a career in academic research.
A sum of £4,000 will be available to support the Fellow in carrying out their
research, for travel and subsistence, equipment and other costs.
Selection criteria include:
• organizational/research management skills,
• quantitative/statistical skills,
• good (English) research writing skills,
• a strong quantitative doctorate (or equivalent experience).
All applicants should contact Erica Oakes, Assistant Administrator, University
of Oxford Department of Education, 15 Norham Gardens, Oxford, OX2 6PY, tel.
01865 274178, e-mail erica.oakes@education.ox.ac.uk for application
materials. For more details about the research position, also contact Prof Herb
Marsh: tel. 01865 274041, herb.marsh@education.ox.ac.uk
The closing date for applications is 1 October 2008. Interviews are tentatively
scheduled for 15th October and the Fellowship would begin as soon as possible
thereafter.
Tuesday, September 9, 2008
University of Wisconsin Center for Placement Testing
ASSISTANT SCIENTIST, TESTING & EVALUATION SERVICES AND CENTER FOR PLACEMENT TESTING
The University of Wisconsin Center for Placement Testing, a unit within the UW-Madison Office of Testing and Evaluation Services, has an opening for an Assistant Scientist position to help oversee the development and validation of the college placement tests that are used throughout UW-System for placement into the introductory levels of English, French, German, mathematics, and Spanish.
This position is a hybrid between working in academia and working at a testing company, in that the person will be intimately involved in operational test development work (e.g., test construction, equating, standard setting), but will also be expected to maintain an active program of original research, and will have periodic opportunities to teach, either in the form of graduate courses or as professional development workshops to faculty and instructional staff.
The start date for this position is negotiable, between 1/1/2009 and 9/1/2009.
The principal duties of the scientist position include, but are not limited to, the following:
1. Provide measurement and statistical support for all test development activities and conduct research in support of the Center's placement testing program
2. Oversee the development of the placement tests, including training item development teams on test development essentials, assembling new test forms, as needed, and working with the Test Editor to ensure that the production schedule is maintained.
3. In consultation with the faculty at each UW System institution, oversee the continuing development of validity studies for each institution; interpret results from these studies and work with faculty at each institution to implement the results of those studies in their placement testing program. As appropriate, present and/or publish summaries of placement testing trends in a variety of statewide outlets (e.g., conferences, journals, periodicals, etc.).
4. In consultation with the faculty at each UW System institution, oversee the monitoring of the placement testing results and develop appropriate sub-scores on each test to help institutions make the most appropriate use of these results.
5. Maintain a strong research program, and publish research findings in scholarly journals.
6. Supervise Center's graduate student research assistants.
7. Disseminate information on best practices in educational measurement, testing, and assessment to faculty, instructional staff, and students throughout UW System. Such activities may include offering workshops, periodically teaching graduate courses, writing instructional/training modules for faculty or students.
8. Respond to special requests and assignments by the Director.
Send a letter of application, resume, and three letters of recommendation (sent directly) to James Wollack, Ph.D., Director, Testing & Evaluation Services, 1025 W. Johnson, #373, Madison WI 53706.
Application materials may be sent by email to jwollack@wisc.edu. To ensure consideration, applications must be received by October 10th, 2008. Unless confidentiality is requested in writing, information regarding applicants must be released upon request. Finalists cannot be guaranteed confidentiality. Minorities, women, and persons with disabilities are especially encouraged to apply. The University of Wisconsin-Madison is an Equal Opportunity/Affirmative Action Employer. A criminal background check will be conducted prior to hiring.
The University of Wisconsin Center for Placement Testing, a unit within the UW-Madison Office of Testing and Evaluation Services, has an opening for an Assistant Scientist position to help oversee the development and validation of the college placement tests that are used throughout UW-System for placement into the introductory levels of English, French, German, mathematics, and Spanish.
This position is a hybrid between working in academia and working at a testing company, in that the person will be intimately involved in operational test development work (e.g., test construction, equating, standard setting), but will also be expected to maintain an active program of original research, and will have periodic opportunities to teach, either in the form of graduate courses or as professional development workshops to faculty and instructional staff.
The start date for this position is negotiable, between 1/1/2009 and 9/1/2009.
The principal duties of the scientist position include, but are not limited to, the following:
1. Provide measurement and statistical support for all test development activities and conduct research in support of the Center's placement testing program
2. Oversee the development of the placement tests, including training item development teams on test development essentials, assembling new test forms, as needed, and working with the Test Editor to ensure that the production schedule is maintained.
3. In consultation with the faculty at each UW System institution, oversee the continuing development of validity studies for each institution; interpret results from these studies and work with faculty at each institution to implement the results of those studies in their placement testing program. As appropriate, present and/or publish summaries of placement testing trends in a variety of statewide outlets (e.g., conferences, journals, periodicals, etc.).
4. In consultation with the faculty at each UW System institution, oversee the monitoring of the placement testing results and develop appropriate sub-scores on each test to help institutions make the most appropriate use of these results.
5. Maintain a strong research program, and publish research findings in scholarly journals.
6. Supervise Center's graduate student research assistants.
7. Disseminate information on best practices in educational measurement, testing, and assessment to faculty, instructional staff, and students throughout UW System. Such activities may include offering workshops, periodically teaching graduate courses, writing instructional/training modules for faculty or students.
8. Respond to special requests and assignments by the Director.
Send a letter of application, resume, and three letters of recommendation (sent directly) to James Wollack, Ph.D., Director, Testing & Evaluation Services, 1025 W. Johnson, #373, Madison WI 53706.
Application materials may be sent by email to jwollack@wisc.edu. To ensure consideration, applications must be received by October 10th, 2008. Unless confidentiality is requested in writing, information regarding applicants must be released upon request. Finalists cannot be guaranteed confidentiality. Minorities, women, and persons with disabilities are especially encouraged to apply. The University of Wisconsin-Madison is an Equal Opportunity/Affirmative Action Employer. A criminal background check will be conducted prior to hiring.
Friday, September 5, 2008
Maguire Associates - Research Associate
Research Associate in an Educational Consulting Firm
Maguire Associates is seeking an entry level employee to perform the following job duties:
• preparation of datasets for development of customized statistical models;
• conducting trade-off analyses related to setting enrollment and financial goals;
• analysis to determine best solution for college or universities strategic goals;
• monitoring of institutional scholarship and grant award distribution and;
• identification of influences on predicted outcomes.
Performance of these primary responsibilities involves statistical and econometric skills. Master's degree in relevant field required; PhD preferred. Maguire Associates provides research, consulting, and modeling services to schools, colleges, and universities.
Maguire Associates is an Equal Opportunity / Affirmative Action employer.
Send cover letter and resume to: (no calls please)
Linda Cox Maguire
Executive Vice President
lmaguire@maguireassoc.com
Maguire Associates, Inc.
5 Concord Farms
555 Virginia Road, Suite 201
Concord, MA 01742
Maguire Associates is seeking an entry level employee to perform the following job duties:
• preparation of datasets for development of customized statistical models;
• conducting trade-off analyses related to setting enrollment and financial goals;
• analysis to determine best solution for college or universities strategic goals;
• monitoring of institutional scholarship and grant award distribution and;
• identification of influences on predicted outcomes.
Performance of these primary responsibilities involves statistical and econometric skills. Master's degree in relevant field required; PhD preferred. Maguire Associates provides research, consulting, and modeling services to schools, colleges, and universities.
Maguire Associates is an Equal Opportunity / Affirmative Action employer.
Send cover letter and resume to: (no calls please)
Linda Cox Maguire
Executive Vice President
lmaguire@maguireassoc.com
Maguire Associates, Inc.
5 Concord Farms
555 Virginia Road, Suite 201
Concord, MA 01742
Thursday, September 4, 2008
Maguire Associates - Senior Market Researcher
Senior Market Researcher
Maguire Associates is seeking an experienced market researcher to manage and oversee research on consulting engagements from methodology and instrument design to the reporting of research results.
Qualifications for the position include:
-Advanced degree in a relevant field
-Substantial experience as a data analyst and research project manager - ideally in a market research firm or department
-Strong knowledge of statistics and research design
-Experience designing survey instruments, presenting research results, and writing reports
-Proficiency with statistical analysis software such as SPSS or SAS as well as MS Office products
-Detail-orientation
-Strong communication skills
-Comfort working on a team or independently
Maguire Associates (www.maguireassoc.com), a market research and consulting firm, works with colleges and universities in enrollment management, financial modeling, image development and branding, and student satisfaction.
We are an Equal Opportunity / Affirmative Action employer.
Send cover letter and resume to: (no calls please)
Tara Scholder
Vice President for Research Operations
tscholder@maguireassoc.com
Maguire Associates, Inc.
5 Concord Farms
555 Virginia Road, Suite 201
Concord, MA 01742
Maguire Associates is seeking an experienced market researcher to manage and oversee research on consulting engagements from methodology and instrument design to the reporting of research results.
Qualifications for the position include:
-Advanced degree in a relevant field
-Substantial experience as a data analyst and research project manager - ideally in a market research firm or department
-Strong knowledge of statistics and research design
-Experience designing survey instruments, presenting research results, and writing reports
-Proficiency with statistical analysis software such as SPSS or SAS as well as MS Office products
-Detail-orientation
-Strong communication skills
-Comfort working on a team or independently
Maguire Associates (www.maguireassoc.com), a market research and consulting firm, works with colleges and universities in enrollment management, financial modeling, image development and branding, and student satisfaction.
We are an Equal Opportunity / Affirmative Action employer.
Send cover letter and resume to: (no calls please)
Tara Scholder
Vice President for Research Operations
tscholder@maguireassoc.com
Maguire Associates, Inc.
5 Concord Farms
555 Virginia Road, Suite 201
Concord, MA 01742
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