Interested parties can now register for the 39th Annual Conference of the Association for Educational Assessment in Africa (AEAA) Conference which takes place from August 20th to August 25th 2023 in Kenya.
The European Conference on Educational Research, ECER invites interested parties to submit proposals for the ECER 2023 in Glasgow. Submission will be open from 1 December 2022- 31 January 2023. Researchers must use the 2023 online submission system. Please find more information about the conference here: https://eera-ecer.de/ecer-2023-glasgow/
Educational side effects are effects that accompany the intended outcomes of educational policies, initiatives, and practices. While some side effects can be beneficial, they can also be adverse, negative, and damaging. We therefore seek contributions that provide provocative, fresh, and different perspectives—representing diverse conceptual, theoretical, methodological, and research traditions aimed at exploring and describing educational side effects.
Currently there are a few open teaching vacancies at the faculty of education at Nazarbayev University, Astana, Kazakhstan.
Please find information on the respective websites and on the career page of the university.
The call for submissions for the IEA International Research Conference 2023 is now open. You are invited to submit a proposal for individual papers, symposia, or posters that aligns with your research interests. The conference will be held on-site in Dublin, Ireland. (June 28-30, 2023).
The highly competitive fellowship program aims to identify the most talented emerging researchers conducting dissertation research related to education.These $27,500 fellowships support individuals whose dissertations show potential for bringing fresh and constructive perspectives to the history, theory, or practice of formal or informal education anywhere around the world. Deadline for applications: October 6, 2022 at 5:00 pm ET
In January 2022, IEA and UNESCO published the Responses to Educational Disruption Survey (REDS) international report and released the international database. REDS collected data from 11 countries from across the globe to provide a picture of the situation caused by the COVID-19 pandemic, as well as the responses of the respective educational systems to the disruption. To introduce to the study, a podcast has been created. Sabine Meinck, co-editor of the international report, and Dirk Hastedt, Executive Director of IEA, introduce to the findings, challenges, and benefits of the study.
University of California, Santa Barbara will recruit 2 cohorts of 12 participants to engage in a year long, intensive training program involving online synchronous and asynchronous mixture modeling training, a 3-day in-person training and community building event, and 1-year of mentoring and ongoing professional learning opportunities.
The Supporting Equity-Focused, Interdisciplinary, and Responsive Research in Early Childhood Care and Education: Equity in Early Education (E3) Postdoctoral Fellowship Program (ECCE), hosted at Stanford University, aims to hire four fellows over the course of four waves
LaNA aims to bring together internationally comparable data demonstrating strengths and weaknesses of primary education systems in literacy and numeracy achievement based on a more flexible assessment framework than existing international large-scale assessments.