Community Research Partners
CRP is currently recruiting for two positions:
Senior Research Associate
The Senior Research Associate is a full‐time position responsible for: (1) collecting, geocoding,and processing socio‐economic, program, and property data; (2) maintaining and updating data available through CRP’s data access websites; (3) designing and analyzing large data sets using descriptive and analytic statistics; (4) preparing maps, tables, graphs, and narrative analysis for reports and presentations; (5) providing technical assistance to individuals and organizations in accessing and using data; (6) managing projects and project teams; and (7) working in partnership with data providers, data users, funders, clients, and collaborators to further CRP’s work and mission.
The Research Associate is a full-time, junior-level position responsible for: (1) collecting, analyzing, and presenting social, demographic, economic, property, and program data; (2) conducting qualitative and quantitative research; (3) assisting with the preparation of reports, presentations, and other products; and (4) working with data providers, data users, funders, clients, and other community organizations to further CRP’s community data and research work.
The full position descriptions and application requirements can be found on the CRP website at www.communityresearchpartners.org/14575.cfm.
Policy Matters Ohio
Two-year Post-doctoral Fellowship in Education Policy at the University of Pennsylvania, Graduate School of Education
The University of Pennsylvania, Graduate School of Education is hiring a two-year postdoctoral fellow. Preferred start date is between May 1st and September 1st, 2012. The fellowship includes a salary of $50,000 per year, plus health insurance, and generous funding for conference travel, professional development, and a computer fund
This post-doctoral fellowship is designed to foster fellows as independent scholars. Emphasis is on developing and/or refining the fellow’s methods, design, fieldwork and/or substantive area expertise in education impact
research, providing opportunities for scholarly publication and the development of the fellow’s independent research agenda. No teaching is required for this position. Approximately half of the fellows time will be
spent on their own independent research, and half on collaborative research projects, described below.
While all are invited to apply, we have targeted the program to two types of fellows.
One is an applicant strong in methods and analysis, who wants to hone those skills and acquire more sophisticated design, measurement, and statistical skills in an applied setting, while developing insight and understanding of education issues and gaining experience with education research. This might be a candidate from a field such as economics, sociology, psychology, or political science.
Another type of applicant may have a solid foundation in education, but wants to develop more sophisticated and rigorous design and statistical analysis skills, while gaining deeper insight and experience with specific
education policy issues and conducting fieldwork in schools. This might be an applicant from an education school.
The program, broadly focused on the effects of policy on teaching and learning, targets three main areas: 1) theory, 2) research design and methods, and 3) fieldwork.
The research projects that fellows will participate in are designed to allow fellows to perform at the highest levels of methodological and substantive rigor. Fellows will have the opportunity to choose among several projects: These include:
1. a mixed method longitudinal study of math teachers’ mentoring and induction and their effects on teacher knowledge, instruction, and student achievement
2. a randomized experiment designed to test the effectiveness of a cognitive science curriculum/professional development intervention in middle school science;
3. the psychometric validation of a cutting-edge leadership assessment, and;
4. longitudinal multi-level analyses of the Early Childhood Longitudinal Study-
Kindergarten cohort, to examine the effects of instruction on the achievement gap.
These projects offer opportunities for developing expertise in 1) qualitative analysis and fieldwork, including development and analysis of surveys, interviews and classroom observations, 2) the measurement of
instruction, 3) multi-level longitudinal modeling, 4) Item Response Theory (IRT), 5) psychometrics, 6) design and analysis of randomized experiments, 7) designing customized student assessments, and 8) studying education policy implementation.
Fellows will be encouraged to take leadership roles on the projects in which they participate. Projects are at various stages, so there are opportunities for designing instruments, conducting fieldwork, and analysis of already collected data.
Fellows are also invited to participate in the seminars and methods modules that are part of Penn’s IES pre-doctoral fellows program (see http://www.gse.upenn.edu/pimfer/overview.html ).
Fellows will work on collaborative interdisciplinary project teams which include public policy analysts, psychometricians, sociologists, economists, and others. The program will also include opportunities for writing research proposals, both for independent projects and for extending the current projects.
For breadth of experience, fellows will have both a primary and secondary mentor. The primary mentor will be Laura Marie Desimone, associate professor of public policy and education, or Andrew Porter, George and Diane Weiss Professor of Education and Dean of the Graduate School of Education. Collaborators who might serve as secondary mentors include Robert Boruch (psychologist/statistician), or others at the University of Pennsylvania, depending on the fellows’ area of interest.
Applicants must have received their doctoral degree by the start date. Three letters of recommendation, a letter of interest, curriculum vitae, and two publications or papers should be sent to email@example.com . In your letter of interest, please specify how your interest, expertise and targeted areas for development fit with the proposed projects, and what you hope to gain from a postdoctoral fellowship position. The deadline for applications is November 4. We will continue to review applications after that, as needed. *Please direct inquiries to Professor Laura M. Desimone at firstname.lastname@example.org .
The University of Pennsylvania is an Affirmative Action/Equal Opportunity Employer. Due to U.S. Department of Education regulations, applicants must be U.S. citizens.
Assistant Professor of Educational Leadership and Policy Studies
University of Vermont
*Tenure Line Search Opening*
The Department of Leadership and Developmental Sciences is seeking to fill a nine-month, tenure-track, assistant professor position in Educational Leadership and Policy Studies. The effective date of the position: Fall 2012
Among the largest graduate programs at the University of Vermont, the Educational Leadership and Policy Studies Program currently offers Ph.D., Ed.D., & Masters degrees. This program has strong faculty and research ties to UVM programs including the teacher education, foundations of education, higher education and student affairs, and inter-disciplinary studies. In addition to joining an interdisciplinary faculty, the candidate for this position will be affiliated with the Complex Systems Spire of Excellence initiative recently approved by the University of Vermont (See http://www.uvm.edu/~tri for more information). The successful candidate will develop a vigorous sponsored research program, teach at all levels, and advise graduate masters and doctoral students. The successful candidate will be expected to undertake an active program of research that leads to publication and/or presentations in peer-reviewed scholarly outlets and seek extramural funding for that research.
Required Qualifications: successful candidates must show interest and expertise in the economics of education. Candidates should be capable of using advanced computing and statistical techniques in order to analyze large-scale data on such topics such as but not limited to revenue, expenditure and cost analyses in education, the evaluation of federal, state and local education policy, and changes in student and school achievement patterns. Successful applicants may demonstrate affinity for the field of Complex Systems through direct experiences (e.g. training, presentations, publications, and/or complex system modeling), and/or be a social scientist that wishes to extend boundaries of their current techniques. In this regard, candidates that use GIS and advanced spatial data analysis, multi-level/HLM modeling, systems dynamics, or social network analysis in their study of the economics of education may be particularly interested in this position.
Desired Qualifications: an earned doctorate in one of the following areas:
Education, Economics, Regional Science, Policy Studies, Public Administration, Educational Leadership, Complex Systems, or related fields; Experience working with Education faculty members and a commitment to research and scholarship.
Review of applications will begin October 17th, 2011, with an anticipated start date of August 20th, 2012. The University of Vermont is an Affirmative Action/ Equal Opportunity employer. The Department is ommitted to increasing faculty diversity and welcomes applications from women and underrepresented ethnic, racial and cultural groups and from people with disabilities. The University is especially interested in candidates who can contribute to the diversity and excellence of the academic community through their research, teaching, and/or service. Applicants are requested to include in their cover letter information about how they will further this goal and meet the required qualifications.
*Applications must include a letter of interest, curriculum vitae, list of three references, and all* *must be submitted electronically at www.uvmjobs.com. Further inquiries should be directed to* *Sue Ellen Walsh at 802-656-4050.*
Founded in 1791, UVM has been called one of the “public ivies” and is consistently ranked as one of the top public universities in the United States. The University is located in Burlington, Vermont, also rated as one of the best small cities in America. The greater Burlington area has a population of about 125,000 and enjoys a panoramic setting on the shores of Lake Champlain, between the Green Mountains of Vermont and the Adirondack Mountains of New York. Burlington and the surrounding area provide an environment rich in cultural
and recreational activities for individuals and families, with multiple opportunities for
interactions with local industry and communities.
POSTDOCTORAL RESEARCH POSITION at Vanderbilt University beginning fall 2012.
Applications are strongly encouraged from individuals whose research
interests are situated at the intersection of research on the teaching and
learning mathematics and policy and leadership. Applicants might have a
background in mathematics education or a related field and an interest in
improving the quality of mathematics teaching at the scale of a large school
district. Alternatively, applicants might have a background in educational
policy and/or leadership and an interest in issues of mathematical content
and pedagogy at the classroom level.
The position involves participating in a NSF-funded project that is
investigating school and district supports for middle-school mathematics
teachers’ development of ambitious instructional practices. The supports of
interest include ambitious curricula and associated curriculum frameworks,
teacher networks and collaborative groups, mathematics coaching, school
instructional leadership, and district leadership. The project involves both
qualitative and quantitative components and is being conducted in close
collaboration with leaders in two urban school districts that have developed
comprehensive improvement plans for middle-school mathematics. For
additional information about the project please visit
http://www.peabody.vanderbilt.edu/mist.xml. The postdoctoral fellow will
collaborate with principal investigators Paul Cobb, Thomas Smith, and Ilana
Horn, and will participate in all phases of the project including: designing
and co-leading professional development for school leaders, mathematics
coaches, and teachers; developing instruments; data collection, analysis,
and the publication of results. The principal investigators will encourage
the postdoctoral fellow develop publications that build on his or her
emerging research agenda.
Applicants should have an earned doctorate in mathematics education, policy
and leadership, or a related field. Applicants will ideally have expertise
in and experience with qualitative data analysis, quantitative data
analysis, or both methodologies. The position carries a stipend of $50,000
per year plus health insurance coverage and has the possibility of renewal
for up to three years. Review of applications will begin November 8, 2011
and will continue until the position is filled. Please submit application
materials electronically to Ms. Summer Talbert at
summer.k.talbert@Vanderbilt.Edu. The materials should include: a letter of
interest, no more than two publications (or manuscripts in progress), and
current vita. In addition, please arrange for three referees to send letters
of reference to: Paul Cobb, Chair, MIST Post Doc Search Committee,
Vanderbilt University, Peabody #230, 230 Appleton Place, Nashville TN
37203-5721. Inquiries should be sent to: email@example.com.
Prospective applicants are encouraged to visit the Vanderbilt Peabody
College website at http://peabody.vanderbilt.edu/.
Vanderbilt University is an equal opportunity, affirmative action
Institution committed to cultural diversity and compliance with the
Americans and Disabilities.