Post-doctoral Fellowship in Education with Dr. Hunter Gehlbach

Open date: February 13, 2017

Last review date: Review of applications will begin immediately.  Applications received by February 28, 2017 will receive full consideration.  Applications will continue to be reviewed until the position has been filled.

Final date: June 30th, 2017
Description

Post-doctoral Research Position: Education

An opening is available for a post-doctoral scholar in the research group of Dr. Hunter Gehlbach in the Gevirtz Graduate School of Education at the University of California Santa Barbara.

The primary research project will focus on leading a replication and extension of the Birds of a Feather study in middle schools. The post-doctoral fellow will take the primarily lead (in consultation with Gehlbach and with help from students in the lab group) for the design, execution, analysis, and resultant publications from this project.

As a secondary focus, the post-doctoral fellow will participate in additional studies investigating the potential for social psychological interventions to address environmental/climate challenges (particularly within educational settings).  For other research being pursued by the Social Psychology in Education & the Environment please visit the SPiEE Lab website.

The proposed projects provide unique opportunities for interdisciplinary research and training in applying social psychological concepts to an array of pressing problems.

Qualifications:  Candidates should have a PhD in Educational Psychology, Social Psychology or a closely related field. The ideal candidate will have:

  • Experience conducting field experiments in school settings
  • Strong expertise in quantitative research
  • A background in the social psychological and/or educational psychology literature that addresses social relationships (e.g., teacher-student relationships), motivation, and self-regulation
  • An interest in environmental education

The anticipated start date of the position is April 15, 2017 (this can be negotiable); the position should last for 15 months. The University of California Santa Barbara provides a rich multidisciplinary environment for conducting research.

Applicants can submit a curriculum vita, a statement of research, and arrange three letters of reference all to be sent directly to Dr. Gehlbach. The review of applications will begin immediately but all applications received before February 28, 2017 will receive full consideration.  After that, applications will be considered until the position is filled. Candidates with questions are also free to contact directly Dr. Gehlbach at gehlbach@ucsb.edu.

The Gevirtz Graduate School of Education is committed to the diversity and excellence of the academic community through research, teaching, and service.  The school has particular strengths in statistical methods and psychometrics, which can serve to strengthen applicants’ methodological toolkits.

The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

Job location
Santa Barbara, CA

Learn More
More information about the projects pursued in this lab: https://www.huntergehlbach.com/

Requirements
Documents

  • Curriculum Vitae – Your most recently updated C.V.
  • Statement of Research

References
3 letters of reference required

 

Research Synthesis on the Effects of Negative Feedback on Intrinsic Motivation

Carlton Fong is currently updating a research synthesis on the effects of negative feedback on intrinsic motivation with Dr. Erika Patall. This team is interested in any and all experimental studies that report a relationship between negative feedback and any intrinsic motivation measure (interest, enjoyment, time spent on task, etc.) or examine differences in receiving negative feedback and positive feedback (praise) or no valence feedback (neutral) on intrinsic motivation. Note that they would be interested in studies that incorporated negative feedback even if it was not the central focus of the study (e.g., it was examined primarily as a moderator) as long as an effect size can be derived.

While Carlton is finding it quite easy to locate published studies, unpublished reports are much more difficult to find. If you have or know of any such studies and are willing to share them, Carlton would very much appreciate hearing from you. These types of documents include conference presentations, unpublished dissertations, or in press manuscripts. In particular, they are interested in studies that occurred after 2013, but all contributions are welcome.

For electronic copies, please send them to carlton.fong@utexas.edu. If you do not have an electronic copy of these materials and would like to be reimbursed for postage, please include a bill for postage and copying costs with your correspondence.

Paper materials may be sent to:
Carlton J. Fong
Department of Educational Administration
The University of Texas at Austin
1912 Speedway STOP D5400
Austin, TX 78712-1604

Note from Carlton: Although we can offer little more than our gratitude for your assistance, we will formally cite all viable data we receive in a comprehensive meta-analysis that is being updated for publication. Any information that you may be able to provide will be quite helpful for this study. I will send you a copy of our final report if you respond.

AERA 2017 Update and Information

We hope you’re looking forward to AERA in San Antonio.  As we finalize our program, please notify Hadley Solomon (hadley.solomon@unh.edu) if you have an accepted paper/poster and will not be attending AERA to present. We want to be sure we have all slots filled. Also, mark your calendars for our annual SIG dinner social on Sunday, April 30 following our business meeting. The dinner event will begin at 8 p.m. at Rio Rio Cantina, 421 E Commerce St, San Antonio (http://riorioriverwalk.com/ ). We’ll post sign-up details soon. AERA occurs at the same time as Fiesta this year. Please book your hotel room now if you have not already. It’s going to be a vibrant time in SA! Finally, if you have something you want to discuss with the SIG at our annual business meeting, please email Dr. Ellen Usher (ellen.usher@uky.edu).

PhD Program in Educational Psychology and Program Evaluation at Old Dominion University

The PhD Program in Educational Psychology and Program Evaluation at Old Dominion University is now accepting applications. Students in the program develop the theoretical and technical skills required for research and evaluation oriented careers through coursework and by working collaboratively with faculty on research in both formal and informal learning environments.  Applications are considered for admission in the Fall, Spring, and Summer but applicants are encouraged to apply by February 15, 2017 to be eligible for possible funding opportunities. Please contact Dr. Tony Perez (educresearch@odu.edu) with any questions.

Program website: https://www.odu.edu/efl/academics/eppe#.WHfU-npT5mM
Online application: https://www.odu.edu/efl/academics/eppe/apply#.WHfWf3pT5mM

Remembering Marty Maehr

We are very saddened to announce the passing of Dr. Martin Maehr in Ann Arbor, Michigan on January 10th, 2017. Dr. Maehr, or Marty as most of us knew him, was a leading voice in the field of achievement motivation research for roughly five decades. After receiving his Ph.D. from the University of Nebraska, Marty served on the faculties of Concordia Senior College in Indiana and the University of Illinois. Marty moved to the University of Michigan in 1989 and was a leader in the Combined Program in Education and Psychology for over 25 years until he retired in 2005.

Marty’s research interests were broad and varied, but he is perhaps best known for work in three areas, all related to achievement motivation. First, he challenged the prevailing view of achievement motivation work of McClelland, Atkinson and others as being a needs-based, personality variable by proposing a social-cognitive alternative perspective with a strong emphasis on culture. His emphasis on the sociocultural influences on motivation was ahead of its time and remains influential today. Second, he developed a theory of personal investment that emphasized the motivational effects of goals that were personally meaningful to individuals. Finally, he was one of the early proponents of achievement goal theory. His work had direct applications to business, schools, and public policy. During the latter part of his career, Marty became particularly engaged with applying his research and knowledge toward improving school reform efforts. He truly wanted his work to make a difference in students’ and teachers’ lives. Marty’s students will remember him as not only promoting but also protecting, their independence of thought and creativity in research. He will be greatly missed.

Marty’s intellectual legacy has been honored in the book Culture, Self, and Motivation: Essays in Honor of Martin L. Maehr, edited by Avi Kaplan, Stuart Karabenick, and Elizabeth de Groot, and through the work of all the scholars whose thinking he influenced.

Special thanks to Tim Urdan, one of Marty’s former students, for providing this remembrance.