Pedagogische Studiën

Tijdschrift
voor onderwijskunde
en opvoedkunde

EERA Summer School 2020- 22 – 26 June 2020- University of Jyväskylä, Finland

The European Educational Research Association (EERA), the University of Jyväskylä and the Finnish Educational Research Association (FERA) are pleased to announce the 2020 EERA Summer School which will be held at the Faculty of Education and Psychology at the University of Jyväskylä, Finland.
We invite 70 European doctoral students to a five-day Summer School 22 to 26 June 2020 on the topic „Beyond the Basics in Educational Research Methodology: Research ethics in educational research“.

The aim of the Summer School:

The aim of the EERA Summer School 2020 is to support the doctoral students in their endeavor in producing methodologically high quality research with sensitivity to ethical issues. It will:
• Provide PhD students with an opportunity to present and receive feedback on their research
• Participate in workshops related to their topic and/or methodology of research
• Meet senior researchers and other PhD students from different countries and educational cultures.

Universität Innsbruck: Call for Papers for an Edited Book

 

Call for Papers for an Edited Book

Institutions and Organizations as Learning Environments for Participation and Democracy? Opportunities, Challenges, Obstacles

Editors
Dr Reingard Spannring, University of Innsbruck, Faculty of Education
Prof Dr Wilfried Smidt, University of Innsbruck, Faculty of Education
Dr Christine Unterrainer, University of Innsbruck, Faculty of Psychology and Sports Science

Background and Book Concept

One part of the literature on participation, which is often motivated by the problem of social and political disengagement, is concerned with activities in relation to formal politics such as voting, membership in political parties and demonstrating. Another strand of discussion under the heading of participation refers to access to institutions and organizations such as the education system or the labour market drawing attention to inequalities and discrimination.This aspect harks back to the former in that lack of integration in education and labour market can contribute to social and political disengagement.

However, one can also consider these institutions and organizations as places of participation, as learning places for participation and as places for the deliberation and development of the common good. It is in this latter sense that we look at institutions and organizations that involve people at various stages of the life course.

We analyse and critically discuss which concepts of participation are meaningful in these contexts, how and how successfully they are implemented, and which obstacles to establishing and living a participative and democratic community are encountered. The edited book contains five sections referring to participation and democracy in institutions and organizations as learning environments. The sections represent the stages of the life course. Each of the five sections comprises two to three individual contributions, each focusing on a specific institution.

Academic positions at University of Queensland, Brisbane, AustraliaThe University of Queenland Academic Jobs

The University of Queensland, School of Education offers three new positions:

  • Lecturer: teach in STEAM focused courses (Science, Technology, Engineering, Arts and Mathematics) primarily in the School’s undergraduate and postgraduate Initial Teacher Education primary programs and postgraduate programs in areas relevant to their expertise; pursue a strong and productive program of research relevant to the School’s existing and emerging research priorities; and supervise research students. Applicants should possess a PhD in Education with a tertiary degree in a STEAM Education discipline area. We are looking for a STEAM Educator with experience of curriculum leadership and innovation and, ideally, scholarly activity within the field.
  • Associate Professor: teach in the Educational Leadership field of study in the postgraduate programs and in the School’s Initial Teacher Education programs (primary and/or secondary) in areas relevant to their expertise; pursue a strong and productive program of research relevant to the School’s existing and emerging research priorities; and to supervise research students. Applicants should possess a PhD in Education, show evidence of innovative teaching contributions to undergraduate and postgraduate coursework degree programs. The appointee should have a track record of leadership in education.
  • Associate Professor: teach in the School’s Initial Teacher Education primary programs (undergraduate and Masters’ levels) and at least one field of study in the postgraduate programs in areas relevant to their expertise; pursue a strong and productive program of research relevant to the School’s existing and emerging research priorities; and to supervise research students. Applicants should possess a PhD with tertiary studies in Literacy with an emphasis on children’s literature and literacy learning support and show evidence of innovative teaching contributions to undergraduate and postgraduate coursework degree programs.

http://search.jobs.uq.edu.au/caw/en/job/507671/lecturer

http://search.jobs.uq.edu.au/caw/en/job/507670/associate-professor

http://search.jobs.uq.edu.au/caw/en/job/507668/associate-professor

Please note: deadline for applications is June 21, 2019, (8:00 AM) Eastern Australia Standard Time

The UQ School of Education is consistently ranked as one of Australia’s leading research and teaching institutions in the field of education. It has been ranked as above world standard in the most recent ERA, and received the ranking of “high” in all three categories in its Engagement and Impact Assessment  for 2018-2019. It has a strong commitment to addressing issues of education and equity in the context of rapid social, economic and cultural change.

International Cognitive Load Theory Conference

Maastricht University organizes the 12th International Cognitive Load Theory Conference.

The ICLTC is a meeting place where researchers in cognitive load theory can inspire each other and share knowledge about further developments of the theory. The theme for this year is:

CLT in health professions education

As in previous years, ICLTC2019 will provide a venue encouraging early-stage researchers and students as well as experienced researchers to present and share their research outcomes.

The conference will provide an excellent opportunity to present and share your research and experiences with Cognitive Load Theory.

The main theme of this year’s conference is Cognitive Load Theory in Health Professions Education. Although we will accept papers dealing with Cognitive Load Theory in all different learning domains, keynotes and special sessions will focus on applications in health professions education.

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