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Current Yearbooks

Engaging Youth in Schools: Evidence-Based Models to Guide Future Innovations
Volume: 113 Issue: 1
Edited by David J. Shernoff and Janine Bempechat

The volume is divided into four parts. Part I focuses on conceptualizations of engagement, theoretical underpinnings, and the importance of engagement in structured activities for development and well-being. Part II discusses processes of engagement and the influence that teachers and staff can exert directly through the quality of discourse and interactions in school contexts. Parts III and IV focus on contexts that are empirically supported as engaging, providing the evidence of elevated engagement as well as rich descriptions of the programmatic features or practices most responsible for them.

Featured Chapter (free download)

Learning In and Across Contexts: Reimagining Education
Volume: 113 Issue: 2
Edited by Jennifer A. Vadeboncoeur

This volume brings together current conceptual and empirical research on learning in and across a wide range of contexts that are purpose-built with young people in mind.

Featured Chapter (free download)

Upcoming Yearbooks
Work has begun on the 2015 yearbooks, Student Voice in American Educational Policy, edited by Jerusha O. Conner, Rachel Ebby-Rosin, & Amanda Slattery, and Understanding the Relationship Between Race and Education, edited by Adrienne D. Dixson, Jamel K. Donnor, & Rema E. Reynolds. These latest volumes are important new contributions to the ongoing series of NSSE Yearbooks.
Recent Job Postings
Assistant or Associate Professor in Early Childhood Education, UC Davis School of Education
The School of Education (SOE) at the University of California, Davis, seeks an innovative scholar with expertise in Early Childhood Education (preschool to third grade). The SOE is especially interested in scholars with expertise in quantitative experimental research related to advancing education for children who are considered at risk for poor elementary and secondary school outcomes. Scholars interested in working with diverse populations of students, including young English language learners (ELL) and young children with developmental delays or disabilities, are encouraged to apply. The position will be a full-time, nine-month academic year tenure-track appointment. The SOE maintains strong collaborative relations with local school districts; the M.I.N.D. Institute for research on childhood neurodevelopmental disorders and intervention; the UC Davis Poverty Center; and the departments of Human Development, Linguistics, and Psychology, as well as the Developmental Research Group of the UC Davis Center for Mind and Brain. Successful applicants will demonstrate substantial evidence of a productive program of research, impact on his or her field of study (if junior, potential for such impact), and commitment to excellence in teaching and mentoring of students. Qualifications: (1) Earned doctorate in Education, Special Education, Psychology, Human Development, Linguistics, Communication Science, Cognitive Neuroscience, or appropriate related fields; (2) substantial evidence of a productive program of research with high impact in his or her field of study, including extramural funding for a significant program of research from IES, NICHD and NIDCD, NSF or related sources (if junior, potential for such impact and funding); (3) strong quantitative research skills; (4) the ability to teach courses on early childhood education and development to undergraduates and graduate students , and (5) the desire to participate in the development and leadership of an Early Risk and Neurodevelopmental Disabilities track within the School’s Learning and Mind Sciences emphasis area. Responsibilities: Conducting and maintaining a productive program of research on basic or treatment research with the aims of advancing early education learning methods, outcomes, and equity; seeking extramural support for research and graduate student support; teaching education courses in the graduate, undergraduate or teacher credentialing programs pertinent to the contemporary science of reading education and reading disabilities; and serving on School and University committees. Salary Range: Competitive and commensurate with experience and qualifications. Application Process: Applications are being accepted now and will be reviewed beginning November 15, 2015, with review continuing until the position is filled. Submit an application, letter of interest, curriculum vitae, and the names of 3 references online. Questions pertaining to this position can be directed to Peter Mundy (pcmundy@ucdavis.edu) or Emily Solari (ejsolari@ucdavis.edu) General Information: For more information about this position or the School of Education, visit our website at: http://education.ucdavis.edu.

Web Site: https://recruit.ucdavis.edu/apply/JPF00691
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