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

AERA 2017 Symposium on Motivation Theory

Allan Wigfield
University of Maryland-College Park
Discussant

Alison C. Koenka
Ohio State University
Chair

Researchers have learned much about motivation and its relations to important achievement and broader life outcomes. Over the last 50 years there have been several major theoretical models of motivation guiding much of this research; these models continue to be the dominant ones in the field.

The purpose of this symposium is to bring together researchers who either developed these models or contributed much to them to:
1) Present their views of the current status of the model and its future directions
2) Interact among themselves and with the audience about major issues future research on motivation and the theoretical models guiding that research both need to resolve.

Presenters

Bernard Weiner
Attribution Theory
Presenting Author

Jacquelynne Eccles
Expectancy Value Theory
Presenting Author

Dale H. Schunk
Motivation and Social Cognitive Theory
Presenting Author

Edward Deci (right)
Self-Determination Theory
Presenting Author

Richard M. Ryan (left)
Non-Presenting Author

Tim Urdan
Achievement Goal Theory:
Where it Came From and Where it is Going

Presenting Author

AERA Division C Invited Senior Panel

University of California - Los Angeles
Sandra Graham
UCLA

Avi Kaplan
Temple

Tara Yosso
University of Michigan

Dennis McInerney
University of Hong Kong

Just announced: The AERA Division C - Invited Senior Panel for the San Antonio meeting in 2017. The session is entitled: “Tensions in Division C: Shifting between building individual agency and promoting systemic change.

Abstract
As learning and instruction researchers we esteem the study of individual attributes that promote academic and social health for children and adolescents. However, does this ‘prize’ inherently inoculate us from perceiving the influence of systems and structures that perpetuate inequity? Do researchers and practitioners fall into the trap of blaming students who do not measure well on our esteemed internal attributes (e.g., self-regulation, grit, growth mindsets, etc.)? Where should we localize our intervention efforts: teacher conceptual change, individual child resilience, education policy, systemic racism? A focus on any of these singularly, leaves us vulnerable to a disregard of another. All of these tensions and others are addressed by a panel of senior researchers who have struggled with these questions over the course of their careers. This session is for anyone who is looking to adopt more of a structural perspective in psychological research or grapple with the complexities of balancing agentic versus systems perspectives on teaching, learning, and social change in education. Implications for methodological approaches in psychology and education will also be discussed.

Structure
The structure of the session will be to have each panelist speak for 10 mins about their experiences with this tension and how they have managed to work through it, remaining true to a psychological perspective while also honoring a deep consideration of social systems and structures. Next, a list of prepared questions solicited from Division C members as well as the planning committee will be posed to the panelists, and they will address these freely for the next 30 mins, followed by an open Q & A with the audience.

Input Requested
Please send Jamaal Matthews (Matthewsj@mail.montclair.edu) burning questions that you would like to see addressed. They cannot ensure that all submitted questions will be posed during the session; however, they will make an effort to select thoughtful questions that directly address the topic at hand and stimulate the ongoing conversation.