Call For Papers: Novice Teachers’ Perspectives on Mentoring, Global Education Review, Volume 4, No. 1, February 1, 2017

 Call For Papers: 

Novice Teachers’ Perspectives on Mentoring 

Volume 4, No. 1, February 1, 2017 

Editors: Franz Hofmann, Paris Lodron University, Salzburg, Austria; Ulrike Greiner, Paris Lodron University, Salzburg, Austria; and Michaela Katstaller, Paris Lodron University, Salzburg, Austria 

For novice teachers, mentoring plays a crucial role in improvement of their reflective teaching practices and in their professional development. Mentoring programs may pursue various objectives, reflecting the goals of mentoring as well as the mentor’s role, expertise, and training. Novice teachers must deal with questions concerning lesson planning, the use of different teaching methods, the assessment of student learning, classroom management, and students’ individual needs and learning strategies; as well as adapting to the school organization and “socialization” as professionals. This issue of Global Education Review will focus on the experiences of novice teachers with up to five years of experience, examining how mentoring programs support them in dealing with everyday challenges, both in the classroom and in the school. 

Submissions should address at least one of the following five topics: 

 What are novice teachers’ experiences/perceptions of mentoring during their first five years of teaching? 

 What are the common profiles of novice teachers in mentoring programs? 

 What strategies do novice teachers learn in mentoring programs that may help them to cope with the challenges that arise during 

classroom teaching? 

 What are the key elements of successful mentoring programs for novice teachers that help them to resolve the clash between expectations and reality? 

 What competences and attitudes of mentors contribute most to the success of mentoring programs? 

Please send an abstract of no more than 250 words in length with at least ten literature sources as an additional attachment to franz.hofmann@sbg.ac.at, ulrike.greiner@sbg.ac.at, and michaela.katstaller@sbg.ac.at by February 1, 2016. Abstracts will be reviewed for fit. You will be informed if the manuscript is invited for review. Full manuscripts are due by April 1, 2016. 

ISSN: 2325-663X 

Faculty Position: Assistant, Associate or Full Professor of Indigenous Studies in Education, College of Education, University of Oregon

Assistant, Associate or Full Professor Indigenous Studies
College of Education

Posting: 15420AB
Location: Eugene
Closes: Open Until Filled

Two Open Rank Tenure-track Positions
Indigenous Studies in Education and/or Indigenous Studies in Human Services
The College of Education at the University of Oregon (UO) is one of the highest ranked colleges of education in the United States. Our faculty engage in research and scholarship in both education and the clinical sciences and are leading innovators in research methodology and programming that improves educational and social service systems for all.
We are pleased to announce two (2) open-rank faculty positions for scholars who have strong research programs, or the clear potential for one, in a broad range of educational and/or counseling and human service areas relevant to indigenous communities. This hiring initiative extends across all four of our College departments: Education Studies, Educational Measurement, Policy, and Leadership, Counseling Psychology and Human Services, and Special Education and Clinical Sciences. Department affiliations will be determined by the chosen candidates in consultation with the respective Department Heads and Dean. Responsibilities include teaching undergraduate and graduate courses, advising, conducting research, seeking external funding, contributing to reciprocal partnerships with schools and/or community agencies and with University programs, participating in ongoing program development, and providing service to the department, college, university, professional associations, and community partners.

Required Qualifications:

• Doctoral degree in education, human services, indigenous studies, or related fields.
• Demonstrated sustained and collaborative work with and in service to indigenous communities.
• Demonstrated productivity and creativity in a scholarly area relevant to indigenous education and/or counseling/human services.
• Evidence of ability to conduct research leading to peer reviewed publication.
• Evidence of ability to work with students and faculty in a variety of disciplines.
• Evidence of strong writing and communication skills.

Preferred Qualifications

• Demonstrated or potential for application of new and diverse methods and models of educational and human service research, including ethnic, cross-cultural, comparative, and/or international perspectives.
• Evidence of preparing teachers and/or human service professionals to serve linguistically, socially, and culturally diverse students and in particular NA/AN and First Nation students.
• Evidence of or potential for grant writing and conducting grant-funded research.

To Apply: Electronically submit: (1) a letter of application describing research agenda and teaching experience and how they align to the job description; (2) curriculum vitae; (3) up to three recent publications or scholarly works that exemplify your work; and (4) the name, address, e-mail address, and telephone number of three references (letters may be requested of finalists).  Submit your materials electronically to COEdean@uoregon.edu. Inquiries should be addressed to Search Committee Co-Chairs, Benedict McWhirter (benmcw@uoregon.edu) and Jerry Rosiek, (jrosiek@uoregon.edu), or to Amy Green at COEdean@uoregon.edu.  To ensure consideration, submit materials by November 30, 2015. Review will continue until positions are filled.

The University of Oregon is an equal opportunity, affirmative action institution committed to cultural diversity and compliance with the ADA. The University encourages all qualified individuals to apply, and does not discriminate on the basis of any protected status, including veteran and disability status.

VACANCY ANNOUNCEMENT Assistant Professor of Cultural Studies, International Education, and Multicultural Education (CSIEME) University of Nevada, Las Vegas

VACANCY ANNOUNCEMENT

Assistant Professor of Cultural Studies, International Education, and Multicultural Education (CSIEME)

University of Nevada, Las Vegas

POSITION TITLE

The University of Nevada, Las Vegas invites applications for Assistant Professor of Cultural Studies, International Education, and Multicultural Education (CSIEME) (Search Number 16197, Position Number 4378)

PROFILE of the UNIVERSITY

UNLV is a comprehensive urban research university of approximately 29,000 students and 3,300 faculty and staff dedicated to teaching, research, and service. The university has internationally recognized programs in hotel administration and creative writing; professional degrees in law, architecture, and dental medicine; and leading programs in fine arts, sciences and education. UNLV is a Minority Serving Institution (MSI), an Hispanic Serving Institution (HSI), and an Asian American, Native American, and Pacific Islander Serving Institution (ANAPISI). Most of UNLV’s students, at all academic levels, are first generation college students. UNLV is located on a 332-acre main campus and two satellite campuses in the dynamic city of Las Vegas in the Southern Nevada region. For more information, visit us on-line at: http://www.unlv.edu.

ROLE of the POSITION

The Assistant Professor of Cultural Studies, International Education, and Multicultural Education (CSIEME) will serve departmental programs, and through those programs, the college’s Tier 1 goals to: increase external dollars generated for research; increase number of doctoral student graduates; increase external development dollars generated; increase scholarly productivity; and, dramatically increase the production of new teachers. Accordingly, the Assistant Professor of CSIEME will: teach undergraduate and graduate (Master’s and Doctoral level) courses in Cultural Studies, International Education, and Multicultural Education; advise graduate students, including as chair/member of thesis/dissertation committees; build and maintain a research and scholarship profile that includes external funding solicitation; actively and in a highly collegial fashion, engage in service/extracurricular life on and off campus, including as a member/leader in relevant activities, initiative, organizations; avidly collaborate in the administrative coordination of the CSIEME emphasis/concentration/courses at all academic levels.

QUALIFICATIONS

This position minimally requires:

• A doctoral degree (Ed.D. or Ph.D. or equivalent) from a regionally accredited college or university;

• Academic preparation and higher education teaching experience at the undergraduate and graduate levels in the disciplines of cultural studies, international or comparative education, and multicultural education;

• 3-5 years of urban public school teaching, counseling, or related experience working with/in urban schools/communities in non-profit community-based organizations or groups, and/or in social justice oriented/grassroots advocacy roles with underserved/underrepresented populations;

• Excellent oral and written communications skills in English, and related high-level administrative skills, including careful attention to detail;

• An emerging record of research, publication, and related scholarly achievement, including external funding activity, and demonstrated prowess with qualitative and emergent research methodologies;

The following additional candidate attributes are highly desirable, but not required:

• Working oral and written fluency in Spanish;

• Meaningful and otherwise successful engagement with parents, guardians, families, and extended families of PK-12 school students in communities of color; and,

• Direct experience living and/or organizing in working class/working poor communities.

• An emerging record of leadership on-campus at department, college, and university-wide levels, as well as off-campus at local, state, regional, national, and international levels in relevant activities, initiatives, and organizations; and,

• A highly collaborative collegial disposition characterized by a willingness to be fully present with students, as well as faculty.

SALARY RANGE Salary competitive with those at similarly situated institutions. Position is contingent upon funding.

APPLICATION DETAILS

Please submit a letter of interest/application, a detailed vita listing academic and experiential qualifications, along with the names, addresses, and telephone numbers of at least three recent professional references. Applicants should fully describe their academic and experiential qualifications, with specific reference to the minimum and preferred qualifications, as this is the information on which the initial, qualifying review of materials will be based. Applicants whose materials do not demonstrate their minimum qualification for the position will not move forward in the search process. Although this position will remain open until filled, review of candidates’ materials will begin on January 8, 2016, and best consideration will be gained for materials submitted prior to that date. Materials should be addressed to Dr. Christine Clark, CSIEME Search Committee Chair, and are to be submitted via on-line application at https://hrsearch.unlv.edu. For assistance with UNLV’s online application portal, contact UNLV Employment Services at 702.895.3504 or applicant.inquiry@unlv.edu.   

UNLV is an EEO/AA/Vet/Disability Employer.    

Call for Proposals: 3​rd Annual Contemporary Native Issues Symposium: Traditional Knowledge in Contemporary Contexts​ February 26​, 2016 – University of California, Berkeley

3​rd Annual Contemporary Native Issues Symposium:
Traditional Knowledge in Contemporary Contexts​

February 26​, 2016 – University of California, Berkeley

Although traditional and indigenous practices are superficially separated from the contemporary and western sphere, a hybridization of these modes of knowledge have continuously existed for generations. As this world continues to breed increasingly diverse populations, it simultaneously gives rise to constant adaptive, collaborative ways of thinking far more effective than a separatist, isolationist mentality. This year’s symposium, T​raditional Knowledge in Contemporary Contexts, s​eeks to recognize the vibrancy of complex, intersectional research that integrates native practices into the contemporary realm, raising consciousness of alternative modes of knowledge production and existence.

We invite submissions for presentations on issues surrounding traditional knowledge and contemporary practices. All disciplines are welcome, and interdisciplinary proposals are encouraged. Proposals may address any related topic including (but not limited to) art, science, technology, medicine, and literature. Proposals should be no more than 500 words, and are d​ue by November 27​, 2015.​Please use guidelines below to submit proposals electronically.

Keynote Speaker:
Leroy Little Bear (Western and Native Science)
https://lib.asu.edu/librarychannel/2011/05/16/ep114_littlebear

More information may be found at nasd.berkeley.edu/symposium

For questions or concerns, please contact Native American Student Development at UC Berkeley n​asd@berkeley.edu

For phone inquiries, please call 510­642­2842

Proposal Guidelines:
Proposal submissions should not to exceed 500 words. Proposals should be single­spaced, single page submissions and include name, address, phone number, email address, institution and affiliation to institution. Please also indicate type of presentation – individual, poster presentation, or panel (for panel presentations please include information for all presenters).Submissions should be sent to n​asd@berkeley.edu​with a subject line of: TKCC Submission – (your last name here) 

Faculty Position: Assistant Professor, Teacher Education, English Language Learners, The College of Education at the University of Nevada, Reno

Assistant Professor, Teacher Education English Language Learners

The College of Education at the University of Nevada, Reno is seeking two full-time tenure track professors of Teacher Education: Teaching English Learners/Emergent Bilinguals at the assistant level to begin July 1, 2016. Responsibilities include any or all of the following: conducting research, writing grants, and engaging in other scholarly activities; teaching and developing online and in-person graduate and undergraduate courses in second language acquisition and/or academic language development, second language assessment, English as a second language teaching methods; supervising field experiences in schools; advising master’s and doctoral students and chairing graduate committees; contributing to program development; and participating in college performance assessment activities. Priority will be given to those candidates who apply by December 1, 2015. Only complete applications will be considered. About the University of Nevada, Reno: The University of Nevada, Reno is a dynamic national Tier 1 university currently embarking on a phase of tremendous growth and expansion, with plans to add more than 300 tenure-track faculty positions over the next five years. The University is remarkable for its culture of student success, world-improving research and outreach that enhances communities and businesses. About the College of Education: An integral part of the university aspiring to a RU/VH (very high research activity) Carnegie Classification, the College of Education is a recognized leader in guiding, shaping, and mentoring high-performing education and related professionals who cultivate transformative careers out of their passion to help children and families learn and succeed in the 21st century. About the Reno/Tahoe Area: Visitors have called Reno one of the country’s true outdoor meccas, and for good reason. Within a one-hour drive of Reno are 15 world-class skiing and snowboarding resorts, Lake Tahoe, hundreds of mountain biking and hiking trails including the 165-mile Tahoe Rim Trail, and the Truckee River, which runs from the California state line through downtown Reno, where one of country’s top outdoor whitewater kayak parks is located. Beginning in 2017, Reno will also be home to motor giant Tesla’s $5 billion gigafactory, which will bring in thousands of high-tech, professional jobs and establish the city as a manufacturing force to be reckoned with.
Required Qualifications	The successful candidates must hold an earned doctoral degree from an accredited institution of higher education in English as a Second Language; Bilingual Education; Language, Literacy and Culture; or a closely related field. At least two to three years teaching experience at the K-8 level or the equivalent with a record of successful ESL, ELL, or bilingual/dual language teaching. Effective instructional practices in teaching undergraduate and graduate courses. Depth of knowledge and experience in one or more of the following areas: ESL teacher education, English Learners, academic language development, the WIDA framework, bilingual education, and/or second language acquisition and pedagogy. Evidence of scholarly productivity or potential in scholarship directly related to the field of teaching English learners/emergent bilinguals.
Preferred Qualifications	Preference will be given to applicants who have experience in online course development and delivery; have supervised student field experiences in K-8 classrooms; are bilingual/multilingual, with a preference for those who speak Spanish; can address the demographic needs of Northern Nevada K-12 schools; demonstrate an ability to work effectively with individuals from diverse communities and cultures; and possess skill and experience in grant acquisition.

Call for Submissions: Transformations: The Journal of Inclusive Scholarship and Pedagogy announces a special issue on TEACHING COMMUNITY, with guest editors Erica R. Meiners and Therese Quinn. Feb. 8, 2016 deadline.

Transformations: The Journal of Inclusive Scholarship and Pedagogy announces a special issue on TEACHING COMMUNITY, with guest editors Erica R. Meiners and Therese Quinn. Feb. 8, 2016 deadline.

The editors seek articles (5,000-10,000 words) and media essays (3,000 to 5,000 word overviews of books, film, video, performance, art, music, websites, and more), short essays for the "Methods and Texts” section (1500-3000 words). and image-based contributions for our Photo Essay section, that explore teaching community.   

Submissions should address strategies for teaching community, broadly understood: teaching about community and communities, communities formed in schools, universities and classrooms, and other pedagogical communities such as social movements, museums, archives, local organizations, online, and more. We welcome jargon-free texts from all disciplinary and interdisciplinary perspectives.

Transformations is a journal which invites college educators to take pedagogy seriously as a topic of scholarly articles. It is an interdisciplinary forum for pedagogical scholarship exploring intersections of identities, power, and social justice. Transformations publishes only essays that focus on pedagogy. 

For submission guidelines see Instructions for Authors: http://www.psupress.org/Journals/jnls_submis_Transformations.html  Deadline Feb. 8, 2016

Possible topics include: 

·      The politics of teaching community

·      Teaching about community in literature, film, and other arts

·      School and community interaction and projects

·      Negotiating university/community relationships

·      Bringing community into the classroom

·      Teaching about power and difference in communities

·      Teaching about and within religious communities

·      Troubling definitions of community

·      Teaching about and with social media and other online communities

·      Teaching as community activism

·      Learning from social and political movements

·      Building and maintaining pedagogical spaces with communities

·      Teaching histories, literatures, and/or representations of community

·      Learning communities

·      Service-learning projects in communities

·      Teaching community and social justice.

Please familiarize yourself with the journal before submitting. Inquiries encouraged.

Past issues of Transformations include: Teaching and Religion, Teaching Popular Culture, Teaching Food, Teaching Feelings, Teaching Digital Media, and Teaching Sex.

Visit our website to order past issues, or find us digitized in EBSCO. JSTOR is coming soon.

http://www.njcu.edu/transformations/

To submit an article, please visit http://www.editorialmanager.com/transformations/ and create an author profile. The online system will guide you through the steps to upload your article for submission to the editorial office. Inquiries welcome -- write to Jacqueline Ellis and Ellen Gruber Garvey, Editors, transformations@njcu.edu All submissions are acknowledged via return email.

Follow us on Facebook: https://www.facebook.com/groups/transformationsjournal/

7th ANNUAL LATINO EDUCATION & ADVOCACY DAYS - LEAD SUMMIT Theme: "Black and Brown Unity", Wednesday, March 30, 2016

 

SAVE THE DATE     Wednesday, March 30, 2016

 

7th ANNUAL

LATINO EDUCATION & ADVOCACY DAYS - LEAD SUMMIT

Theme: "Black and Brown Unity"

 

http://leadsummit.csusb.edu/

 

Please join us as we convene key stakeholders: teaching professionals and educators, researchers, academics, scholars, administrators, independent writers and artists, policy and program specialists, students, parents, families, civic leaders, activists, and advocates. In short, those sharing a common interest and commitment to educational issues that impact
Latinos. 

Campus of California State University, San Bernardino   Santos Manuel Student Union Event Center

 

ONLINE REGISTRATION TO ATTEND IN-PERSON (available after Jan 1, 2016)

 

OPTIONAL COURSE CREDIT (available after Jan 1, 2016)

Participate via the Live Global Webcast - courtesy of LatinoGraduate.net 

Listen to the Summit on NBC Talk Radio - courtesy of Local Affiliate KCAA 1050 AM

Watch the LEAD Summit on My Government On-Demand - courtesy of Time Warner Cable 

 

Support This Event!

If you’re an individual, institution, business, agency or group who wants to monetarily support this event, please click here and make your tax-deductible donation to “Latino Education” in the drop down box.

Or click here for more information about becoming an event sponsor

Thank you - Gracias, EM
--------------------------------------------------- 

Enrique G. Murillo, Jr., Ph.D. 

Executive Director - LEAD Organization

5500 University Parkway / Room CE-305
San Bernardino, CA 92407emurillo@csusb.edu

Tel: 909-537-5632

Fax: 909-537-7040

--  Join or learn more about LEAD activities, events or programs on any of our social networks, partnerships or education projects  -- 

LEAD - Latino Education Projects

LEAD - About Us Video

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