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  • November 8, 2016
  • 8:48 pm

CEPS Newsletter #068-November 7, 2016

Cultural and Educational Policy Studies, Loyola University Chicago
CEPS Students and Alumni – We are pleased to announce the launch of a new, revised CEPS Program Handbook [A.1.], which includes considerable updated information including additional detail on the MEd internship requirement.  There are also several important revisions to the Spring 2017 CEPS course offerings [A.2.]; the Spring ELPS 444 course will now meet Wednesdays 4:15-6:45pm and the correct instructor is now listed with the ELPS 412.  Also, as many of you know Loyola has the honor to be the institutional host for the CIES Annual Conference in Atlanta GA March 5-9, 2017 (cies2017.org).  We are looking for Loyola students to volunteer at the conference [A.3.]; registration will be complimentary and we are able to provide complimentary accommodation for some volunteers.  As noted below, please contact Teresa Barton (tbarton@luc.edu) to sign up.  If you have you have announcements to include in a future issue of this newsletter please send them to my graduate assistant Ashley Allen at aallen13@luc.edu.
-Noah W Sobe
~CEPS Program Chair, 2016-2017

CEPS Program Newsletter #068 – November 7, 2016
Table of Contents:

1. New CEPS Program Handbook

2. Spring and Summer 2017 Courses *UPDATED*

3. Volunteer Opportunities for CIES 2017 Conference in Atlanta GA March 5-9, 2017

4. Upcoming University, SOE & Graduate School Deadlines



1.SOE Diversity Committee Informal Discussion: Race and Politics in the United States, Monday, November 7, 2016 4:30-5:30pm

2. Webinar: The Globalization and Education Special Interest Group of the Comparative and International Education Society Presents: Puncturing the Paradigm: Education Policy in a New ‘Global’ Era. Monday, December 12, 2016 7:00am

1. Call for Proposals: 2018 Edition, The Politics of Education Association (PEA) and Information Age Publishing (IAP) Deadline: December 15, 2016

2. Journal Call for Papers: Journal of Educational Controversy. Theme: Black Lives Matter and the Education Industrial Complex Deadline: December 31, 2016

3. Journal Call for Papers: The Journal of School and Society Deadline: February 1, 2017



1. Graduate Intern International House/Department of Residence Life Office of International Programs at Loyola University, Chicago, IL Deadline: November 11, 2016

2. Assistant Professor (Comparative and International Higher Education) at University of Toronto, Toronto, Canada. Deadline: November 15, 2016

3. Post-Doctoral Research Associate (Department of Education) at Brown University, Providence, RI. Deadline: Until Filled

4. Open Rank Faculty (Education Policy) at University of Maryland, College Park, College Park, MD. Deadline: Until Filled

5. Assistant/Associate Professor (Education Policy, Organizations and Leadership) at University of Washington-Seattle, Seattle, WA. Deadline: Until filled

6. Research Associate-The Center for Research and Reform in Education Johns Hopkins, Baltimore, MD. Deadline: Until Filled

7. Research Associate- The Devereux Center for Resilient Children Villanova, PA Deadline: Until Filled

8. Associate, Assistant, or Full Professor (Educational Leadership and Foundations) at Brigham Young University, Provo, UT. Deadline: Until Filled

9. Associate or Full Professor (Equity, Diversity and Social Justice in Education) at University of Colorado, Boulder, CO. Deadline: Until Filled

10. Tenure-Track Professor (Educational Foundations and Qualitative Research Methods) at University of Colorado, Boulder, CO. Deadline: Until Filled

11. Associate or Full Professor (Educational Policy) at Vanderbilt University, Nashville,TN. Deadline: Until Filled


A.1. CEPS faculty have released a revised Program Handbook for our MA, MEd and PhD degree students.  It includes a host of updated information and considerable additional information on course planning for MEd students as well as additional detail on the MEd internship requirement.  The handbook is downloadable off the CEPS Sakai page and also at:http://luc.edu/media/lucedu/education/pdfs/handbk_ceps_10.2016.pdf

A.2. We are pleased to be offering the following set of graduate level courses within CEPS in the 2017 Spring and Summer Semesters:



ELPS 412 Sociological Analysis of Urban Education and Policy

Briellen Griffin – Tuesdays 7pm-9:30pm WTC

This course uses sociological perspectives, theories and empirical research to analyze urban education practice and policy.  This course explores the evolution of urban schools and urban educational policy in response to changes in U.S. cities, urban teaching and school governance, and contemporary tensions and trends in urban school districts.

ELPS 420 Philosophy of Education

Dr. Amy Shuffelton – Mondays 4:15pm-6:45pm WTC

This course examines the philosophical questions embedded in teaching, learning, and schooling.  Students acquire familiarity with the history of philosophic thinking about education and develop an ability to formulate valid arguments about the fundamental issues in teaching, learning, and schooling.

ELPS 444 History of American Education and Social Policy

Prof. Noah W. Sobe – Wednesdays 4:15pm-6:45pm WTC *NEW TIME*

A historical analysis of the economic, political, cultural and social factors that helped to shape educational policy and schooling in the United States.  Students will be able to demonstrate a historical understanding of the development of educational policy and schooling institutions, and demonstrate a knowledge of the historiographic approaches and debates in the history of education.

ELPS 455 Comparative Education

Dr. Tavis Jules – Thursdays 4:15pm-6:45pm WTC

The application of historiographic and social scientific theories and methods to understanding international issues of education. Students will demonstrate a sound grasp of the field’s major issues and perspectives, the nature of comparativist research, and the work of major figures.

ELPS 500 Seminar in Current Educational Literature: Race and schooling in the United States

Dr. Kate Phillippo – Tuesdays 4:15pm-6:45pm WTC

In this course, we will explore how race shapes students’ schooling and the results of that schooling, via interpersonal, instructional and institutional experiences in P-16 educational institutions.  This course will begin with an overview of opportunity disparities by race in the U.S., an exploration of concepts used to understand the educational experiences of different racial groups, and an introduction to critical race theory, which will serve as this course’s overarching conceptual framework. The next unit will historically situate race in U.S. schools, considering how race has played out in schools since they originated. Next, the course will explore students’ experiences of their and others’ race in school in recent decades, touching upon the topics of intelligence measurement, identity formation, social interactions and achievement.  The course will then shift its focus to the intersections between race, teaching and curriculum. The final unit will concern race and education policy at both the P-12 and higher education levels. Guest speakers from throughout the School of Education will share expertise on relevant course topics throughout the semester. Assignments will include a racial-educational autobiography (which students will submit the first week and then revise after several weeks in the course), reading response memos, a final, policy-oriented research paper that will be presented in class, and class discussion facilitation.



ELPS 458 International Education

Dr. Tavis Jules – Summer A Mondays/Wednesdays 4.15-7:15pm (hybrid class: meeting in-person May 22-June 7 and online June 12-29)

This advanced seminar, which is both theoretical and applied, introduces students to issues and institutions involved in international educational development. This course will provide students with a deep understanding of the changing role of educational development projects in light of the post-2015 development agenda, post-financial crisis and global recession, post-Ebola epidemic, and post-Arab Spring periods. Students will spend time exploring and understanding how these many ‘post-contexts and settings’ are changing the nature of development and the educational responses that are now coordinated across different scales and spaces (national, regional and global levels).

A.3.  The Loyola School of Education has the honor to be the institutional host for the CIES Annual Conference in Atlanta GA March 5-9, 2017 (cies2017.org) being convened under the leadership of CIES President-Elect Prof. Noah W. Sobe.  We are looking for Loyola students to volunteer at the conference.  Volunteers will receive complimentary registration.  We have a small number of complimentary hotel rooms to also distribute.  Please contact Professor Sobe’s graduate assistant Teresa Barton (tbarton@luc.edu) to sign up to volunteer.

A.4. Upcoming University, SOE & Graduate School Deadlines

* November 3, 2016 Spring registration begins

* Graduate School Conference Travel Funding for MA and PhD students.  The application process for funding for conferences taking place January 3, 2017 and June 15, 2017 opens up on January 3, 2017. The fund is first come first served so it is advised that students apply as soon as the application opens. The application can be found at http://www.luc.edu/gradschool/pcap/gradschool/



B1. Please join the SOE Diversity Committee in an informal discussion about race and politics in the United States. There will not be a speaker rather we will all engage in a healthy, productive conversation about the role of race in the US political process and discourse. The discussion will take place on Monday, November 7th 2016 4:30pm-5:30pm at Cueno Hall, room 206 Lakeshore Campus. Please RSVP by Friday, November 4th to mnewell2@luc.edu

B2.  The Globalization and Education Special Interest Group of the Comparative and International Education Society Presents: Puncturing the Paradigm: Education Policy in a New ‘Global’ Era a public webinar on December 12, 2016 featuring: Karen Mundy is the Chief Technical Officer at the Global Partnership for Education, Andy Green is professor of comparative social science at the Institute of Education, University College London. Bob Lingard is a Professorial Research Fellow in the School of Education at The University of Queensland, Brisbane, Australia. Toni Verger is Ramón y Cajal and Marie Curie researcher at the Department of Sociology of the Universitat Autònoma de Barcelona. Speakers will discuss their recently co-edited Handbook of Global Education Policy. Webinar Logistics Logistics: The webinar is open to the public. Join the online webinar by visiting: http://bit.ly/BrentVOffice

This webinar is best used in Chrome for the installed plugins. If you do not have Chrome installed, please click here to download and install Chrome. If you would like to join the session using your Android or iOS device, please click here for instructions. Format: The webinar is scheduled to last 75 minutes. Each participant will speak for a few minutes about the focus, purpose, methods, and theory behind his or her study on global education policy. For the remaining portion of the webinar, we invite audience members to participate in an open discussion moderated by D. Brent Edwards, Jr. (Co-Chair, Globalization & Education SIG). When: Monday, December 12th, 2016 at 7:00am CST



C1. The 2018 Edition, The Politics of Education Association (PEA) and Information Age Publishing (IAP) are pleased to invite proposals for the 2018 PEA Book Series with IAP. Volumes can be a monograph by a single or multiple authors, or an edited collection of chapters by various authors. Proposals should include a 5-8 page description of the proposed volume, including its: (a) tentative title, (b) author(s) in the case of an authored book and editors in the case of an edited volume (c) rationale—which describes in more detail the proposed theme, its salience, theoretical perspectives and an indication of current trends and research in the field—and, (d) scope—planned number of papers and range of topics, and timeline. In the case of an edited volume, at least six agreed upon authors or sets of authors should be listed along with a concise description of each chapter. Also, note we will have an initial review process of the proposal by the Series Editorial Board, and then once authors have been invited (or open call) to write full chapters and submitted those chapters, they will undergo peer review which will be facilitated by the volume editors. Edited volumes are encouraged to have a diverse set of contributors and promote collaboration between junior and senior scholars. The General Guidelines are as follows:  To allow for sufficient exploration of a concept, chapters published in a volume should be longer than those traditionally published in journals; Content should be rigorous and relevant to the politics of education; Proposals will be reviewed by a subcommittee of the Editorial Board; In the case of an authored or co(authored) book based on a dissertation, author(s) are encouraged to revise the manuscript considering guides that provide advice on how to transform a dissertation into a book. Proposal should be submitted by December 15, 2016 to Catherine DiMartino (dimartic@stjohns.edu ), PEA Publications Committee Chair. The deadline for final submission will be set in consultation with the PEA Series editor and IAP—depending on whether it is an edited volume or a research monograph based on a dissertation.

C2. The Journal of Educational Controversy is placing a call for papers with the theme Black Lives Matter and the Education Industrial Complex for Volume 12, Number 1, 2017. Along with drawing attention to the police as occupying armies in Black American communities, the Black Lives Matter movement has highlighted the deep roots of institutionalized racism in the United States. Starting with the fundamental question, Do Black Lives Matter in the U.S. Education Industrial Complex?, this issue of the Journal of Educational Controversy seeks to explore the various questions raised by Black Lives Matter in relation to U.S. educational institutions, policies, and practices as they impact men, women, and children of color intersectionally, with respect to gender, gender identity, and class. These questions could include the status of schools as institutions of control and sites of reproduction of racist ideology; the possibility of schools as sites of liberationist transformation; the institutional history of schools alongside the development of institutional racism; the institutional response of schools to incidents of racial violence; the history of black studies programs in relation to black liberation movements, and the appropriation and sanitizing of terms like diversity and multiculturalism. The deadline for submissions is December 31, 2016. Additional information can be found at http://cedar.wwu.edu/jec/.

C3. The John Dewey Society and The Journal of School & Society announce: A Call for Public Scholarship. As urban educators looking to be agents of positive change, we need only look outside our classroom windows for abundant opportunities to practice needed, meaningful activism. And though often, we may think that we are affecting change by teaching the next generation of potential leaders and social justice fighters, it is quite possible that we could be, and should be, doing much more to participate as change agents outside the school community: with, and on behalf of, the communities we where we work. Expansive literature explores the often-divergent backgrounds and lived experiences between urban teachers, their students, and communities in which they work. It has also sought to understand the racial, cultural, social, and linguistic disconnects between urban schools and they communities they serve. Too often, an adversarial relationship between educational systems and urban communities is the result.

Conversely, research also suggests the positive impacts of teachers employing critical pedagogy for their traditionally marginalized students in urban contexts. School-based activism can improve academic outcomes and feelings of agency among low-income minority students. In short, there is a profound potential for urban teachers to practice social justice advocacy on behalf of their students. While we know the impact that teachers can have in the classroom, what is less explored are the experiences of urban educators who advocate for societal change beyond the walls of the schoolhouse to combat oppressive conditions present in the communities where they teach—for the betterment of the community.

The aim of this special issue of the Journal of School and Society is, therefore, to explore and unpack the role of urban teachers as community advocates for social justice. In particular, this special issue seeks to explore: What responsibility do urban educators have to the schools’ surrounding community?  What role, if any, do urban teachers have in community resistance efforts? What does community-based activism involving teachers look like? How can teachers help urban community members in their struggle to achieve social justice and equity? What are the possibilities for increased partnership between urban educators and urban residents for unified advocacy?  What do urban communities expect of their teachers as partners in community-based struggle?

Ideal contributors to this Special Issue would be any urban educator, urban education researcher, or urban community member involved in advocating for social justice, and representatives from nonprofit and charitable organizations working in urban contexts to achieve greater equity on behalf of residents. As people working to ensure a more equitable urban society, this issue seeks to better understand how you believe urban educators can assist residents in their community-based struggles. What does authentic partnership look like? What would the outcomes be if urban educators fought alongside urban residents? What promise does such educator-resident hold?

Invited Pieces- Work from educators and other community members are welcome. This work may take either standard article form or may be submitted in alternative formats, such as a video interview or presentation. A grounding in scholarship is not necessary, although the author will want to situate their work clearly within the scope of the theme of the issue. Ordinarily, articles in this category will range from 2,000-5,000 words, although both longer and shorter submissions may be appropriate. Authors should expect to work closely with the editorial team to produce their submissions. Peer-Reviewed Scholarly Articles Submissions for the peer-reviewed section of the journal are expected to conform to scholarly standards in their use of theory and empirical research to ground discussion of educational issues. Expected article length is ordinarily in the 5,000-8,000 word range, but both longer and shorter pieces can be considered. In addition to the Editors, articles in this category will be read by a minimum of two peer reviewers.

Please see our journal website http://www.johndeweysociety.org/the-journal-of-school-and-society/submission-information/ for specifics. Submissions and inquiries should be emailed to Keith Benson, Guest Editor of The Journal of School & Society and Secondary Educator at Camden High School in Camden, New Jersey. Keith’s email is keith.benson@gse.rutgers.edu Submissions should be received by February 1, 2017.


D. JOBS, FELLOWSHIPS, INTERNSHIPS, AND VOLUNTEER OPPORTUNITIES                       ————————————————————-

D1. Graduate Internship – International House/Department of Residence Life Office of International is seeking a Graduate Intern for the Spring Semester 2017. The Graduate Intern for the International House at the Office of International Programs will support the Global Mentorship Program, which endeavors to connect domestic and international students at Loyola University Chicago for language and cultural exchange. Duties include: · Recruitment and Outreach: Connect with student organizations and other departments on campus to promote the program and its events. · Program Administration: Create and execute events designed to encourage students to expand their worldviews, improve their intercultural communication skills, make new friends, and increase English competency; Support students involved with the program through advising meetings. · Evaluation: Collect data by conducting student evaluations; utilize data to improve program design and outcomes.

This unpaid position, which is available for academic credit, is for about 10 hours per week. Applicants should be interested in the field of international education and available to have office hours between 9 a.m. – 5 p.m., Monday – Friday with some flexibility to attend events in the evening. Any students interested in the position should submit a resume and cover letter to intlhouse@luc.edu by Friday, November 11.

D2. The Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education (OISE), University of Toronto invites applications for a tenure stream position at the rank of Assistant Professor with a specialization in comparative and international higher education. The appointment will commence on July 1, 2017.

We seek to recruit a scholar who employs creative theoretical and methodological approaches to examine transnational processes, internationalization, and the impacts of globalization on higher education. Applicants must hold a doctoral degree in comparative higher education or a related field by the time of appointment or shortly thereafter. The successful candidate will have a strong grounding in comparative higher education and a rigorous research agenda that draws upon discipline-based theoretical frameworks for the study of higher education. Candidates are expected to have an established or emerging record of excellence in research which includes high-quality publications in top disciplinary journals and the ability to mount an independent, innovative and externally-funded research program. Evidence of excellence in teaching at the university level is required, as demonstrated through teaching accomplishments, teaching evaluations, strong letters of reference, and other materials submitted as part of the application. Demonstrated teaching interests at the graduate level in comparative theory and method, international academic relations, and international higher education policy would be an asset. Responsibilities of the position include development of a distinguished research program, teaching in graduate programs, supervision and mentoring of graduate students, service to the Department and to OISE, and working collaboratively with related units across OISE.

Salary will be commensurate with qualifications and experience. Applications should include a letter of application, an up-to-date curriculum vitae, a teaching dossier, a statement outlining current and future research interests, three representative publications, and three confidential letters of reference. Letters of reference should be sent directly by the referee (on letterhead, signed and scanned) to Professor Nina Bascia, Chair, Department of Leadership, Higher and Adult Education at: lhae.chair@utoronto.ca. All other application materials should be submitted through the University of Toronto’s online application system at: https://utoronto.taleo.net/careersection/10050/jobdetail.ftl?job=1601401. Please combine attachments into one or two files in PDF or MS Word format. Submission guidelines can be found at: http://uoft.me/how-to-apply. The closing date for applications is November 15, 2016. If you have any questions about this position, please contact the department at: lhae.chair@utoronto.ca.

D3. The Education Department at Brown University invites applications for a two-year post-doctoral research associate position. The post-doctoral associate will participate in collaborative research activities with Matthew Kraft and John Papay on issues related to teacher effectiveness and the teacher labor market in U.S. K-12 public schools. Research activities will focus broadly on questions related to the teacher-school matching process, teachers’ development throughout the career and the influence of contextual factors in teacher effectiveness. Post-doctoral associates will receive mentorship and training from the faculty sponsors, primarily through an active research apprenticeship and collaboration. In addition, post-doctoral associates will engage actively in the scholarly life of the Education Department and the broader academic community at Brown University. Successful candidates will hold an earned doctorate in education, economics, public policy political science, sociology, or a related field. They will have demonstrated strong skills in quantitative policy analysis and will have a strong substantive interest in K-12 education policy (substantive expertise in teacher policy is preferred). Applications with a record of successful publication and with project management skills are preferred. The post-doctoral research associate position is a two-year position that is fully-funded through research grants.

To be considered for this position please apply via http://apply.interfolio.com/37926 and include a letter of interest, curriculum vitae, two examples of scholarly work, and three letters of recommendation. For information about the department, our web page is accessible at: www.brown.edu/education. Review of applications will begin on November 15, 2016 and will continue until the position is filled. For more information about the position, please contact John Papay john_papay@brown.edu or Matthew Kraft mkraft@brown.edu For questions about the application process, contact Interfolio.com.

D4. The University of Maryland, College Park Department of Teaching and Learning, Policy and Leadership is searching for a tenure-track assistant, associate, or full professor in education policy.  Located in the Washington, DC-Baltimore corridor, the University of Maryland, College Park, is the flagship research university and a land grant institution committed to rigorous research, quality teaching and informed public service. The Department is deeply committed to equity and excellence, embraces a broad range of theoretical and methodological orientations, values collaborative research and encourages faculty to work across divisions and specializations. The Department also supports the development and dissemination of policy-relevant research through the Maryland Equity Project http://education.umd.edu/TLPL/centers/MEP/ Applicants must have a doctorate in education policy or a related field. (Completion of all requirements for a doctorate except the submission of an approved dissertation is acceptable for application). More specifically, the Department prefers candidates who have (a) expertise in education policy, quantitative methods, and the economics of education; (b) the ability to conduct research on salient initiatives and their effects on education goals, such as creating more equitable educational opportunities; (c) a record of publications  (or demonstrated potential to publish) in leading refereed journals and respected professional outlets; (d) the capacity to secure external funding; (e) the potential to develop collaborative relationships with colleagues in the university, schools systems, government agencies, research institutes and policy networks; (f) the ability to teach/advise students in programs that prepare scholars, policy analysts and educational leaders; (g) a record of professional service commensurate with rank; and (h) the potential to contribute to the diversity mission of the department and the university.

All applications will be processed through the University of Maryland eTerp2 system. Screening will begin on October 14, 2016 and will continue until the positions are filled.  For best consideration, applicants should submit their applications by that date.  Candidates should upload to https://ejobs.umd.edu (a) a letter of application describing research and teaching interests and experience, (b) a curriculum vitae, (c) a sample of scholarship, (d) a brief statement of teaching experience/effectiveness and (e) names and contact information for three professional references to be entered in the online application.  Candidates who have experience working with a diverse range of faculty, staff, and students, and who can contribute to the climate of inclusivity are encouraged to identify their experiences in these areas.  For questions about the position, please contact the Search Committee Chair, Betty Malen (malen@umd.edu). For questions about the online application process, please contact Maria Somarriba (msomarri@umd.edu).

D5. The University of Washington- Seattle College of Education, seeks to hire a nine-month, full-time position for a tenure-track Assistant or Associate Professor in the area of P-12 Policy, Organizations and Leadership (POL) with a focus on educational equity, policy and learning across P-12 settings. Strong candidates would have active research agendas in policy and leadership to improve equity and excellence of learning opportunities and outcomes, addressing such topics as: Supporting professional learning and leadership practice of school and systems leaders; workforce diversity and cultural responsiveness; continuous school/systems improvement and data use to address disparities by race, class, language, ability, LGBTIQ identity, and other historically marginalized identities; systemic instructional improvement to increase opportunities to learn for non-dominant students. A successful candidate would bring a critical lens to their scholarship and a demonstrated commitment to examining and contributing to equitable educational opportunities and systemic transformation. All candidates must have an earned doctorate in a relevant field or discipline such as: educational policy, leadership and organizations; the learning sciences with a focus on leader and systems learning; or sociology, political science or economics.

The faculty member would teach courses on such topics for Ph.D. and M.Ed. students across the College and be a main contributor to practitioner-focused programs (e.g., Leadership for Learning [Ed.D.], the Danforth Principals Program and the Masters in Education Policy [MEP] Program). The faculty member would also have opportunities to contribute to undergraduate programs. We are especially interested in candidates who have a strong interest in and capacity to collaborate with other researchers, practitioners, and historically underserved communities across multiple levels of educational systems. The faculty member will join a team of highly collaborative P-12 POL colleagues who also work closely with faculty across the College on research projects, courses, and partnerships with school systems and community organizations that address essential gaps in knowledge and practice.

The UW College of Education, the nation’s No. 2-ranked public school of education, is a vibrant working environment characterized by an atmosphere of supportive and interdisciplinary collaboration, both within the College and across the entire University. The College dedicates its resources to make an excellent education a daily reality for all students and is committed to solving real-world educational challenges and closing opportunity and achievement gaps. The members of the College maintain a set of active partnerships with more than 300 educational institutions in the region, state, and nation—schools, school districts, community-based organizations, informal educational institutions, and professional organizations. We are seeking a colleague to join us in conducting research, teaching, and service to- ward preparing and promoting the education of students and teachers, strengthening relationships between schools and the communities they serve, and informing public policy to help create a more just and caring society. University of Washington faculty engage in teaching, research and service.

Applications should include: (1) A detailed letter describing qualifications for the position, including academic preparation, experience, research agenda, and evidence of teaching and partnerships with school districts, schools or community organizations serving historically disenfranchised youth. Please explicitly address how you see your present and future work as operating at the intersection of policy, learning and equity; (2) Curriculum vitae; (3) Names and contact information for three references. Please do not send letters at this time. The College of Education will request letters for all finalists; (4) Two examples of scholarly writing preferably ones that demonstrate your approach to policy and leadership as well as equity and learning; (5) A statement detailing how your teaching, service and/ or scholarship has supported the success of students from racial, ethnic, and gender backgrounds that are underrepresented in your academic field; applicants who have not yet had the opportunity for such experience should note how their work will further the College of Education’s commitment to equity and social justice; (6) an email address for further communications.

Send queries about the position to Dr. Meredith Honig, search chair, at mihonig@uw.edu. Please submit your application packet electronically to the search chair, Dr. Meredith Honig, via Ms. Lynda Jensen at coejobs@uw.edu, 222 Miller Hall, College of Education, Seattle, WA 98195-3600. The committee will begin reviewing applications on November 15th, 2016. The position will remain open until lled. Appointment to commence September 16, 2017. Search committee members include Dr. Megan Bang (mbang3@uw.edu), Dr. Ann Ishimaru (aishi@uw.edu), Dr. Holly Schindler (hschindl@uw.edu), and Aditi Rajendran (aditir@uw.edu).

To learn more about the University of Washington (http://www.washington.edu) and the College of Education (http:// education.washington.edu), our mission and goals, research and outreach activities, faculty, and academic programs, please visit us on the web.

D6. The Center for Research and Reform in Education and Johns Hopkins University is accepting applications for a Research Associate. The Education Research Associate will contribute to the Center’s research related to the design, execution, and reporting of rigorous educational research studies and third-party evaluations. This is a full-time position. This position will involve working with multiple studies in different geographic areas. The ideal candidate will have a minimum of one year of research experience working with data related to schools or other educational settings. They will demonstrate excellent writing and presentation skills, experience with data entry and organization, attention to detail, as well as exceptional project management abilities. Major activities will include planning for data collection, data organization, communicating with key stakeholders including school district personnel regarding data needs, and working with the PI and center project manager to meet project deadlines. Additional activities will involve data analysis and report writing. This person will collaborate with CRRE faculty and staff on educational evaluation and research projects. Applications may be submitted through this link:


D7. The Devereux Center for Resilient Children (www.CenterforResilientChildren.org) has an immediate opening for a Master’s-level Research Associate. This position is an excellent opportunity for an early career professional who has strong research skills and an interest in social and emotional learning, resilience, and positive youth development. Responsibilities will include managing research studies, analyzing data sets, writing reports, participating in the development of assessments and social and emotional learning strategies. Opportunities for career growth including presenting at professional conferences, training teachers and out-of- school-time professionals, authoring peer-reviewed publications. Interested candidates should contact Paul LeBuffe at plebuffe@Devereux.org.

D8. The University of Colorado Boulder is seeking a Tenure-Track Professor in Educational Evaluation of Programs, Policies and Practices within the Research and Evaluation Program. Candidates should have an earned doctorate and primary expertise in educational evaluation. Candidates must have a solid foundation in quantitative methods but should also be capable of crafting and responding to evaluation questions that require mixed-methods in the service of client and stakeholder needs. Preference will be given to those who have education evaluation experience leading collaborative teams and obtaining external funding. Preference will also be given to candidates that have investigated the causes and effects of educational inequity, particularly those who have demonstrated the ability to use innovative methodological techniques in those investigations. Specific responsibilities include teaching undergraduate and graduate level courses in educational evaluation and statistics, advising graduate students in the Research and Evaluation Methodology program, and taking a leadership role in projects as part of ongoing activities for the Center for Assessment, Design, Research and Evaluation (CADRE) at the K-12 and higher educational levels. For questions, contact: Dr. Derek Briggs, (303) 492-6320 Derek.Briggs@Colorado.edu

D9. The University of Colorado Boulder is seeking an Associate or Full Professor in Equity, Diversity and Social Justice in Education who will contribute to the School of Education’s mission to advance equal educational opportunities, including but not limited to issues of diversity in terms of race, culture, language, social class, (dis)ability, immigration status, gender identity, and sexual orientation. The candidate must have a relevant earned doctorate and may study educational equity from an interdisciplinary perspective or through one of several areas of study represented in the School: educational foundations, the learning sciences, literacy and biliteracy education, mathematics and science education, or research methodology.  Desired foci include critical theories of race, racial inequality, social stratification, equity-based policy, educational justice movements related to community and youth organizing, and the politics of underserved populations in public schools.  We seek applicants who are excited to engage in an on-going national discourse concerning the place and nature of public schools in U.S. society and who will contribute to our School’s commitment to equity, democracy, social justice and evidence-based policy.  Responsibilities include carrying out a program of research related to the above themes, teaching graduate and undergraduate courses, mentoring doctoral students and junior faculty, and providing service to the local community, our School, campus, and nation.  The candidate may also participate in one or more of the School’s centers, which include the BUENO Center, National Educational Policy Center, CU Engage, A Queer Endeavor, and the Center for Assessment, Design, Research and Evaluation. For questions, contact: Suzanne Bonomo, Suzanne.bonomo@colorado.edu

D10. The University of Colorado Boulder is seeking a Tenure-Track professor in the Educational Foundations, Policy, and Practice and the Research and Evaluation Methodology programs. Candidates must have a relevant earned doctorate and a program of research and teaching interests that contribute to social, cultural, and institutional analyses of educational practices and qualitative research methods. Preference will be given to scholars who are anthropologists of education. We seek scholars who (1) have disciplinary expertise in the production and reproduction of culture, youth identity formation, and schooling; or in the scholarship of race/ethnicity or gender in education; and/or (2) do research with young people from immigrant families or other historically marginalized communities in the U.S. We are also seeking candidates who are specialists in ethnography and who have knowledge of a broad repertoire of qualitative methods of inquiry such as critical qualitative research, participatory and community-based research, discourse analysis, design studies, and mixed-methods research. In addition to mentoring doctoral students, responsibilities include developing and teaching graduate qualitative methods courses as well as graduate or undergraduate courses in culture and ethnography. For questions, contact: Susan Jurow, (303) 492-557, Susan.Jurow@Colorado.edu

D11. The Department of Leadership, Policy, and Organizations invites applications for a tenured faculty position in education policy. We seek applicants whose research employs quantitative methods—including econometrics and experimental/quasi-experimental and/or large scale longitudinal research designs to address questions of fundamental importance to education policy at local, state, and federal levels. Candidates should have a strong record of accomplishment in securing external funding and an exemplary record of teaching, research, and service. Review of applications will begin on December 1, 2016. Applicants should submit a cover letter, a curriculum vita, and the names and contact information of three people as references to tammy.eidson@vanderbilt.edu. For more information visit http://peabody.vanderbilt.edu/departments/lpo/index.php andhttp://peabody.vanderbilt.edu/departments/lpo/faculty_search/index.php For inquiries about the position, contact Professor Carolyn Heinrich,carolyn.j.heinrich@vanderbilt.edu.