Thursday, June 26, 2014

New CIRCLE Analysis of Youth Voter Registration in Midterm Elections

Circle Masthead

New CIRCLE Analysis of Youth Voter Registration in Midterm Elections

As part of our ongoing efforts to explore young people's political participation ahead of this November's midterm election, today we are releasing a fact sheet about youth voter registration. This analysis by CIRCLE Deputy Director Kei Kawashima-Ginsberg explores registration with particular focus on the 2010 contest, the election most comparable to the upcoming 2014 midterm.
The fact sheet includes data on gaps in youth registration rates between midterm and presidential cycles, differences in how young people (ages 18-29) and older adults register to vote, the reasons why young people say they did not register to vote in 2010, and the effects of policies like same-day registration on youth registration rates.
Over the next two weeks, we will feature further discussion on these topics in a series of blog posts. The first post, published concurrently with the fact sheet, examines turnout rates among young registered voters.
Read the fact sheet HERE. You can also explore our innovative, interactive map that provides youth registration and other voting data from the past 30 years of midterm and presidential elections.

CIRCLE Releases Findings from National Survey of Civics and Government Teachers

In 2013, with funding from the Robert R. McCormick Foundation, CIRCLE surveyed a national sample of civics and U.S. government teachers for our Commission on Youth Voting and Civic Knowledge, which produced the report “All Together Now: Collaboration and Innovation for Youth Engagement.” We recently released a new fact sheet with detailed data from that national teacher survey, along with key conclusions and recommendations.
Some central findings:
  • Virtually all teachers believe in the importance of civic education, but disagree on what to prioritize
  • Most teachers do not shy away from encouraging discussion of controversial social and political issues
  • Civics and government teachers work in complex environments, and often have not had adequate professional development
The survey includes additional data about how teachers approach topics and activities like voting, media literacy, and community service. It also touches on how civics and government teachers incorporated the 2012 election into their courses.
Read the National Teacher Survey fact sheet HERE.
Stay connected to CIRCLE on Facebook and Twitter to learn more. Sign up here for CIRCLE’s monthly e-update.
Highlights from our Map of Civic Education Policy

In a recent blog post, we explore some of the takeaways from our interactive, state-by-state map of K-12 civic education policy in the United States.

The analysis illustrates substantial variation in state requirements and assessments, and the many recent changes in the field. For example, in the last two years, five states added civics or American government requirements as a condition of graduation from high school. However, only eight of those states with required courses also have required statewide tests or assessments.

Read the blog post HERE.

Next Month: Frontiers of Democracy Conference

There is one week left to register for the 2014 Frontiers of Democracy Conference, which will be held on July 16-18 at Tufts University.

The event will examine the state of the civic field through provocative short talks, interactive learning exchanges, and Civic Studies sessions.

The conference is organized by by our host institution, the Jonathan M. Tisch College of Citizenship and Public Service. The event will examine the state of the civic field through provocative short talks, interactive learning exchanges, and Civic Studies sessions. CIRCLE Director Peter Levine is one of the event's organizers.

Find the conference agenda and registerHERE.
© 2010 CIRCLE (The Center for Information & Research on Civic Learning and Engagement)

Educational Testing Service--Education Research UPDATE

ETS Education Research Update

June 2014
Dear Colleague:
The June 2014 edition of ETS Education Research Update is now available. This issue contains ETS-authored or ETS-published research citations that have appeared recently in ETS-produced and independent publications. It also includes access to our database, ETS ReSEARCHER, which contains a comprehensive record of our research publications since 1947.
This issue covers research in areas such as:
  • K–12 Teaching, Learning, and Education Policy
  • English Language Learning and Assessment
  • Automated Scoring and Natural Language Processing
  • Higher Education and Workforce Readiness
  • Statistics and Psychometric Research
We hope that you find this edition of ETS Education Research Update informative and useful. Please share it with your colleagues and invite them to join our mailing list.
Educational Testing Service
Rosedale Road
Princeton, NJ 08541

Wednesday, June 25, 2014

Invitation to Publish--Qualitative Inquiry
SAGE logo
Submit your research to Qualitative Inquiry

Benefits of Publishing in this Journal
Submit Your Article Online
When you publish in Qualitative Inquiry, you will enjoy:
  • Rigorous peer review of your research
  • Prompt publishing
  • Guaranteed targeted, multidisciplinary audience
  • High visibility for maximum global exposure
  • Average time from submission to first decision: 8 days

About this Journal
Editors: Norman K. Denzin, University of Illinois at Urbana-Champaign
Yvonna S. Lincoln, Texas A&M University
Impact Factor: 0.870Ranking: 30/92 in Interdisciplinary Social Sciences
Source: 2012 Journal Citation Reports® (Thomson Reuters, 2013)
Qualitative Inquiry (QI) provides an interdisciplinary forum for qualitative methodology and related issues in the human sciences. The journal publishes refereed research articles that experiment with manuscript form and content, and focus on methodological issues raised by qualitative research rather than the content or results of the research. QI also addresses advances in specific methodological strategies or techniques.
View the Manuscript Submission Guidelines for full author instructions.
QI Special Issue: Teaching Qualitative Research as a Transgressive Practice
Teaching is essential to the production and reproduction of knowledge in qualitative research institutionally, pedagogically, and politically. And yet insufficient attention is paid to the pedagogical practices of qualitative research. Submit your research to this Special Issue of QItoday.

Learn more iconLearn moreSample issue iconView sample issueSAGE20th Anniversary Call for Papers

Featured Articles
Enjoy and share these QI articles today—FREE through July 31, 2014!*
Interviewing Elites: Addressing Methodological Issues by Robert Mikecz
Writing Against Othering by Michal Krumer-Nevo and Mirit Sidi
Plugging One Text Into Another: Thinking With Theory in Qualitative Research by Alecia Y. Jackson and Lisa A. Mazzei
Autoethnography and Emotion as Intellectual Resources: Doing Prison Research Differently by Yvonne Jewkes
The Virtual Patchwork Quilt: A Qualitative Feminist Research Method by Lori E. Koelsch
*You may already have access to these articles through a library or other subscription.
We look forward to receiving your submission.
Norman K. Denzin and Yvonna S. Lincoln
Editors, Qualitative Inquiry

ANNOUNCEMENT - New Initiative to Recruit Minority STEM Teachers

Urban Center for the Advancement of STEM Education
ANNOUNCEMENT - New Initiative to Recruit Minority STEM Teachers
Dear Friends and Colleagues:

This past year UCASE committed resources to support a recruitment and retention efforts aimed at increasing the number of underrepresented minorities pursuing STEM teaching careers at IUPUI. This effort was led by Jada Phelps Moultrie who was hired as UCASE Recruitment and Retention Coordinator. Jadais also a doctoral student in the Urban Education doctoral program. We are pleased to announce that we have been able to provide support to our first two recipients: Brianna Starks and Maritza Covarrubias. The attached article provides a more detailed summary of the recruitment and retention effort. It also provides a nice introduction to Brianna and Maritza.

After only one year of work, there remains a great deal of work, however, we have made a number of encouraging strides forward. We have been able to establish growing working relationships with a number of community organizations and units here on campus. We have identified a few sources of financial support. We have begun building relationships with schools and community organizations that are committed to helping us to identify potential students. We have developed a recruitment and retention strategy that resonates with the students and agencies we have identified thus far. Most importantly we have been able to begin supporting students.

In the coming year we look forward to (a) further solidifying our current partnerships and building new ones; (b) identifying additional sources of financial support; (c) submitting for external support and (d) vigorously recruiting a new cohort of students.

We also want to acknowledge and thank Pat Rogan (School of Education), Rick Ward (Center for Research and Learning),  Chalmer Thompson (School of Education), Nicole Amonette (School of Science), José Evans (City-County Councilor), and the UCASE Steering Committee. These friends have committed time, resources and insight to the realization of this effort. We look forward to continued progress in the coming year!



The Urban Center for the Advancement of STEM Education (UCASE) is a joint effort among the School of ScienceSchool of Education, and School of Engineering and Technology at IUPUI. Through a combination of program development, science, technology, engineering, and mathematics (STEM) education research, and graduate and undergraduate scholarships, UCASE fosters the goals of increasing the numbers of highly qualified K-12 STEM teachers, and expanding knowledge of teaching and learning. 
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Educational Testing Service IACAT Summit 2014 Call for proposals

The 2014 Computerized Adaptive Testing Summit: Facing and Solving Educational and Psychological Measurement Challenges in the 21st Century

Hyatt Regency Hotel • Princeton, N.J., USA • October 8–10, 2014
About the 2014 IACAT Summit
The International Association for Computerized Adaptive Testing (IACAT) will hold its 2014 Computerized Adaptive Testing Summit on October 8–10, 2014. The summit is hosted by Educational Testing Service (ETS), and this year's theme is "Facing and Solving Educational and Psychological Measurement Challenges in the 21st Century." The summit will focus on the following topics:
  • state-of-the-art psychometric research on computerized adaptive testing (CAT)
  • new conceptions of CAT that are responsive to the challenges and opportunities presented by evolving conceptions of student achievement
  • developments in psychometric theory and assessment design that support adapting tests to individuals or populations
  • applications of CAT in the contexts of personality, workforce and mental health
  • new technologies to support the growing volume of tests
  • new technologies to support new response modalities and accessibility
The summit will be held in Princeton, N.J., which is conveniently located between New York City and Philadelphia and is close to many major highways, as well as public transportation routes that serve both cities.
Keynote Speakers
Fritz Drasgow, University of Illinois
Gunter Maris, Cito and University of Amsterdam
Robert Mislevy, ETS
Mary Pommerich, Defense Manpower Data Center

Scientific Committee
John Barnard, IACAT and EPEC
Cliff Donath, IACAT and Philips Healthcare
Theo Eggen, IACAT and Cito, University of Twente
Lawrence Rudner, IACAT and GMAC
Nathan Thompson, IACAT and Assessment Systems Corporation
David J. Weiss, IACAT and University of Minnesota
Invited Speakers
Carol Chapelle, Iowa State University
Robert Gibbons, University of Chicago
Liberty Munson, Microsoft®
Daniel Wakeman, ETS

Program Committee
Isaac Bejar, ETS
Alina von Davier, ETS
Duanli Yan, ETS
A Call for Proposals
IACAT welcomes proposals for session presentations on any aspect of CAT. Proposals must include the following components:
  1. Proposal title (no longer than 15 words)
  2. Author(s) and their affiliation(s)
  3. Abstract (500 words or less, single-spaced, 12 point Times New Roman font)
  4. Email address for the submitting author
  5. Required level of understanding of the subject matter (Beginner, Intermediate, Advanced)
A limited number of coordinated sessions will be accepted. If submitting a symposium proposal, for each paper in the symposium follow the instructions above. In addition, please include the following:
  1. Title of symposium (no longer than 15 words)
  2. Organizer(s) and their affiliation(s)
  3. Abstract (500 words or less, single-spaced, 12 point Times New Roman font)
  4. Email address for the submitting organizer
The deadline for submission is June 30, 2014. Your proposals will be reviewed and notice of acceptance will be sent via email by July 11, 2014. To submit your proposal, complete theproposal form.
Who Should Submit a Proposal?
Anyone who researches or works in the field of CAT can submit a proposal. Although the summit this year is focused on certain aspects of CAT, we are open to diverse proposals to facilitate the exchange of novel ideas and promote all areas of CAT.
Host a Future Conference
IACAT welcomes proposals from organizations to host a future conference. The host of the 2015 conference will be announced during the 2014 summit. The IACAT conference committee will support the host throughout conference planning. If you are interested in hosting a future conference, complete the conference planning form (.doc). For further information, contact us at
Registration for the 2014 conference will open soon. For more information, visit
If you have questions or need additional information, contact IACAT at
Thank you,

Tuesday, June 24, 2014

Visiting Assistant Professor, TESOL, Fredonia University

About the job:   Fredonia (  is hiring a visiting assistant professor for within the TESOL program which is housed in our Department of Language, Learning, and Leadership, for the 2014-2015 year.   

I'm currently the Program Coordinator and I'm working towards creating a new program that  expands what we currently offer, which at the moment consists of two options: certification in TESOL K-12 for those with current certification and those without.  Without getting into too much detail,  I am looking for someone to be able to teach courses but also help in this growth, and so I'm interested in seeing people's area of expertise.   There is no guarantee (as usual with VAP positions), but it is very likely this would become a tenure-track position after that year.    
It will offer a competitive salary and comprehensive benefits package.

This is preferably for someone to start in Fall 2014, but if there is no final candidate we would hold off for a Spring 2015 start (e.g., January 2015).

Our ideal candidate would be someone who:
  •  is currently in a doc program (e.g., someone currently working on their dissertation who can do it remotely would work well)  or someone who has recently finished and still looking for a job.
  • has or is working towards a PhD in applied linguistics (any sub-field), C&I, bilingual ed, TESOL, or related field 
  • is willing to live here in Chautauqua County, New York  (about 45 min-60 min. west of Buffalo, on Lake Erie; an hour east of Erie, PA;  two hours outside of Cleveland, OH and Toronto, Canada)
  • has teaching experience, either at the K-12 level (preferred) or university level.  International experience is fine. 

I would simply need their CV sent to me at this point in time, if they were interested.   I've attached a document with a bit more info about our university and area.


Karen E. Lillie, Ph.D.
Assistant Professor &
TESOL and BLE Program Coordinator
Language, Learning, & Leadership
The State University of New York at Fredonia
(716) 673-4656

Friday, June 20, 2014

Critical Questions in Education Conference--call for papers

We send you this message to invite you to submit a presentation proposal for the 10th annual Critical Questions in Education Conference to be held in two different locations this year: 
  • October 13th -- 15th2014 at the Brown Hotel in Louisville, Kentucky.  Deadline for proposals is July 1st, 2014. 
  • February 16th – 18th, 2015 at the U S Grant Hotel in San Diego, California.  Deadline for proposals is November 1st, 2014.

Again this year, we think we have selected timely and provocative theme questions—though we still welcome proposals on one of our past theme questions. (See the Call for Proposals, attached, for a full list of topics.)  Our 2014/2015 theme questions are:

Why have civil rights era educational legislation and policy in the United States failed our most vulnerable students?
How should we address the needs of these students in and out of school?
How is schooling conducted in other countries?  What can we learn from the policies, purposes,
and practices of education systems—or individual schools—from around the world?

Presenters are encouraged to shape responses to these questions in any way they like.  Please see the Call for Proposals for some suggestions on how these questions might be approached.  

We hope you will submit a proposal and come join us this year—friends sharing some important talk about some provocative educational questions.  We also hope you will share this Call for Proposals with friends and colleagues—and with any list-serves which might accept it.

If you have any questions about what the Academy has been up to, or questions about the conference, please feel free to contact me.


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The following positions were posted on The colleges and universities that posted these jobs are actively recruiting Latina/o candidates. To receive an email listing only jobs that match your personal criteria, login to your account and create a job agent. Visit for a complete listing of positions, conferences, and events.
More Positions AvailableEastern Illinois University
  • Instructor, Graphic Design
  • Instructor, Computer Technology
  • Assistant Director And Investigator, Deputy Title Ix Coordinator
  • Assistant Director Of New Student Programs
  • Head Coach Of Swimming
More Positions AvailableThe Research Foundation For SUNY
  • Information Systems Project Specialist
  • Assistant Director- Innovation Support Services
  • Hr Manager
More Positions AvailableQueens College
  • Dean Of Social Sciences
  • Finance & Accounts Payable Manager
  • Physics – College Laboratory Technician
  • Administrative Coordinator - Art
  • Physics Lecturer (doctoral Schedule)
More Positions AvailableUtah Valley University
  • Associate Vice President - Student Life/dean Of Students
  • Professional In Residence - Strategic Management
  • Assistant Dean - University College
  • Faculty, Assistant Professor, Eart
  • Faculty, Assistant Professor, Cyber Security
More Positions AvailableHarvard University
  • Teaching Labs Design Specialist
  • Executive Director Of The Institute For Applied Computational Science (iacs)
Begin Your Search @
PO Box 16
Cromwell, CT 06416-0016
Phone: 860.632-7676

TABE Honoree Award Call for Nominations, Deadline August 1, 2014

  Honoree Award Nomination  

In recognition of exemplary professional service to bilingual education by 
individuals throughout Texas, TABE has established the Honoree Award. The award has been 
established to honor individuals and/or organizations in the following three categories: 
  • Community Advocacy
  • Higher Education
  • Public Education
The deadline to submit is August 1, 2014!  
Please follow the link below to download the form. Email the form

River Watch is hiring a new Program Coordinator

     River Watch is looking for a new team member to serve as the new Program Coordinator.  This person will work with the River Watchers in our Core Program at River Watch beginning in the Fall.  Our current Program Coordinator (of the last five years), Adam Comer, is beginning a new role at River Watch, facilitating the Service Learning Stream Enhancement projects.  I am looking for someone to do this work with for whom this will be their life work - that this will be their big contribution, what they do to make the world a better place.  I only want the best.  Along with my high expectations comes a deep support and desire to invest in our team at River Watch.  So please, if you have someone in mind who is deeply passionate and experienced in the areas of youth empowerment and environmental stewardship, please forward this to them.  Thank you,

Program Coordinator:

Job Classification: Exempt
Status: 100% paid time

The River Watch office is located at Hornsby Bend 78725

About the River Watch Mission
Austin Youth River Watch is an after-school and summer program for high-school students. We transform the lives of 120 teenagers every year through holistic, youth-development activities that focus on environmental stewardship and academic success. Our students learn to monitor water quality at 25 stream and river sites in the Austin area, and we provide them with the support they need to finish high school. We are hiring a full-time Program Coordinator to work, often independently, with our “at-risk” teens. Our new team member will be deeply passionate about supporting our community’s young people as they mature personally and learn to become life-long environmental stewards.

Core Responsibilities and Duties
  1. Transport students from school, to monitoring sites, River Watch EcoHouse, and then home each program day and during enrichment activities. Facilitate peer mentoring and tutoring.  You will be expected to drive for multiple hours a day each day from Monday through Friday and for additional weekend activities as needed.
  2. Assist with the implementation of the Austin Youth River Watch Program during the Fall/ Spring and Summer Leadership Programs including, but not limited to, daily monitoring and educational field trips.
  3. Attain and maintain status as LCRA CRWN Certified Monitor – training provided
  4. Master Mentor Test content to teach to students and grade effectively. On a daily basis look for “teaching moments” as opportunities arise with the River Watchers to help deliver this content to various styles of learners.
  5. Learn and reinforce concepts relating to ecological/ hydrological enhancement associated with the River Watch Service Learning Projects and coordinate efforts to support and collaborate with the Service Learning Coordinator as needed throughout the year  as well as in the weeks of service projects for your students as well as for weekend projects associated with these efforts.
  6. Participate in, coordinate River Watcher participation in and assist in planning of Earth Day, World Water Monitoring Day, Green City Festival, activities with LCRA and River Watch Next Steps, other events, activities, workshops and meetings
  7. Recruit River Watchers in conjunction with Program Director, Executive Director and Board and select, train, and mentor River Watchers, Interns, and Volunteers.
  8. Assist in the recruitment of and communications with AISD teachers and staff. 
  9. Assure safety and supervision of 11 youth at a time.
  10. Assist in planning and facilitating of Career Exploration, Financial Literacy and College Funding activities and help students to set and to evaluate personal, academic and River Watch goals.
  11. Develop good relationships through positive communications with other staff, teachers, parents, board members and other stakeholders
  12. Help design, distribute, and collect outreach materials and program documentation as appropriate and assist with or lead outreach efforts.
  13. Plan and perform maintenance of River Watch EcoHouse and vicinity as required. 
  14. Assist staff with River Watch EcoHouse cleaning duties. 
  15. Take attendance, administer and collect permission forms, program evaluation surveys, field trip slips, submit timesheet /payroll related documentation, data sheets, and other receipts or records and submit to Program Director and Executive Director as required.
  16. Procure and maintain monitoring equipment and supplies including reagents, snack foods, camping supplies, office supplies, auto fuel and other necessary materials
  17. Ensure River Watch vehicles are routinely maintained by accredited mechanics.
  18. Help collect mail and other communications and redistribute as necessary for the function of the organization
  19. Help Collect, compile, and distribute student newsletter, the “Flying Fish Review”
  20. In conjunction with Program Director and Executive Director, meet with staff and Board to coordinate school year and summer program design, discuss evaluation processes and outreach efforts, and address other issues as needed
  21. Perform other duties as assigned by Board, Program Director and Executive Director

Ideal person should also be able to:
  • Represent self and River Watch in a responsible and professional manner by modeling the River Watch Mission and Core Values to all stakeholders
  • Demonstrate sensitivity and responsiveness to cultural differences
  • Demonstrate a willingness to grow and learn in the youth development, environmental and fund raising fields by attending trainings and conferences and other opportunities
  • Maintain appropriate professional boundaries with staff, parents, children and community members
  • Demonstrate the ability to manage diverse staff and volunteers and possess strong conflict management skills

Skills/Experience Required
  • Bachelors degree required.  Degree in ecology, environmental education, science education, geography, environmental science, biology, chemistry preferred or related field. 
  • Demonstrated competency and experience in outdoor environmental science  / ecological monitoring required.
  • Three years working with secondary school students.
  • Familiarity with CRWN / or Texas Stream Team QAQC preferred. 
  • Bilingual in English / Spanish preferred.  Multi-lingual appreciated. 
  • Passion for helping young people identify and work toward personal and scholastic achievement – essential.
  • Organized with strong verbal and written communication skills; strong listening capabilities
  • Software / Computer skills: Word, Excel, Power Point, social media, word press
  • Competency and experience with building and outdoor maintenance tasks preferred
  • Courteous and professional conduct
  • Self-starter and problem-solver with strong initiative and ability to design implement and evaluate projects and demonstrated ability to create positive learning environment.
  • Health Clearance
  • Fingerprinting and Child Abuse Index Clearance from Department of Justice
  • Criminal Background Check
  • CPR/1st Aid certified (Adult, Child and Infant) – can be attained once employed
  • Basic water rescue certified or equivalent – can be attained once employed

Working Conditions
This job requires a lot of driving. The approximate daily schedule is 1-9 pm, Monday through Friday, plus occasional meetings, program duties, and other commitments at other times, as needed. Work is performed primarily in an external environment with exposure to inclement weather, and varying temperatures. Will be exposed to hazardous chemicals. Subject to standing, walking, sitting, bending, reaching, stooping, kneeling, crouching, and crawling. Must be able to lift heavy objects (up to 50 pounds). May drive, hike, stand, or walk for long periods of time.  Must be able to perform job duties with minimal supervision.  May be required to handle tools that require strict accordance with safety protocol. Employees working in the field with River Watchers are advised to dress in appropriate attire that minimizes exposure to sun, insects, snakes, poison ivy etc. as necessary.  It is further advised, in the summer, to wear a swimsuit under regular clothing as a step toward being prepared for any safety situations that may arise. Employees may work 120 – 130 hours during the week of Spring Break. The person in this position can expect to work multiple overnight campouts and sleepovers each semester.  In the Fall we also do a canoe camping trip overnight.  This employee will be presented with a need to participate in experiences that can be very physically demanding such as caving (headlamp, helmet, knee pads, pulling yourself through on your knees, toes and forearms) and canoeing.
River Watch is an Equal Opportunity Employer. Qualified applicants are considered for employment without regard to age, race, color, religion, sex, national origin, sexual orientation, disability, or veteran status. If you need assistance or an accommodation during the application process because of a disability, it is available upon request. The company is pleased to provide such assistance, and no applicant will be penalized as a result of such a request.

Interested qualified applicants should submit resume, cover letter with your statement of interest and references to by 8am Central Time on Friday, July 18, 2014.  Candidates invited for interviews must be available for interviews in Austin, Texas between July 21 and July 31, 2014.