#blogging4charity – Final Month

“I have been trying to raise money this year for British Dyslexia Association on JustGiving. I started on 28th of February 2015 so I have just over a month to go until I switch to a new charity for 2016.

I set a very high target which I have no way in hell of reaching now. My month of #blogging4charity really didn’t go as well as I had hoped. However, I have raised £186.00 to date and would really love to smash past £200.00.

Over the next month, I am going to try my best to write some blogs to inspire you all to part with £1 or more to help me to reach my new target of £200.00!”

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New Year’s Resolutions

“Last year my resolution was to read more books! As a dyslexic, reading was never a strength of mine, but I always loved stories. I set myself a target that I felt was achievable of 15 books in 12 months. I had friends who had larger targets, but I wanted to keep it realistic for me. I think if I had set it to 50 I would have become overwhelmed and given up by April. Reading books included eBooks and having my iPad read to me as well as paperback and hardback books. I smashed my target and read 35 books! A huge achievement for me which has helped me to realise that I’m actually a bit of a bookworm after all!”

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Online Study Investigating Dyslexia and Self-Esteem

Rachel Squire from Glyndŵr University is conducing a survey about dyslexia and self-esteem. If you have dyslexia and are over the age of 18, please fill out this questionnaire for her dissertation. It takes less than 5 minutes.

Survey link: https://glyndwr.eu.qualtrics.com/jfe/form/SV_5mroCpRFSRqUtvL

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Assistant Professor Position in Educational Psychology at University of Virginia

The Department of Education Leadership, Foundations, and Policy in the Curry School of Education at the University of Virginia seeks applicants for a tenure-track assistant professor or tenured associate professor in the Educational Psychology-Applied Developmental Science program. Rank is dependent upon qualifications. We welcome applications from scholars who use rigorous methods to conduct research on pressing educational problems in U.S. education, particularly those related to student learning, cognitive psychology, social cognition, or cognitive development applied to school and/or out-of-school settings.

The successful candidate teaches courses related to educational psychology, developmental psychology, cognitive psychology, education science, and cognitive science applied to education, as well as advises and mentors masters and doctoral students. The incumbent also conducts a successful program of research as evidenced by publications in refereed journals and sponsored research, and provides service to the program, department, school, university, and profession. Incumbent exhibits a commitment to diversity and equity through their teaching, scholarship, and service. Duties also include collaborating with students and faculty as part of the Virginia Education Science Training program, which includes overseeing and mentoring VEST fellows in practitioner-partnership internships.

An earned Ph.D. in Educational Psychology, Applied Developmental Science, Cognitive Development, Cognitive Psychology, Education Science or a related field in the social sciences or education by start date is required. Candidates must have experience or strong potential for excellence in teaching undergraduate or graduate courses in cognition in educational settings, child and adolescent development, and/or education science research. Candidates must also demonstrate competent application of rigorous research methods to develop and evaluate interventions and/or educational programs. A strong commitment to professional service, leadership and equity is required, as is, an explicit commitment to diversity and of advancing understanding and outcomes for underrepresented groups.

Tenure Track candidates must exhibit evidence of a developing line of research in cognitive psychology applied to school settings, as well as have experience and/or strong potential for conducting applied research resulting from collaboration with practitioners and/or policy-makers.
Tenured candidates must have demonstrated success conducting applied research resulting from collaboration with practitioners and/or policy-makers through researcher-practitioner collaboration in the formulation of research problems, effective dissemination and testing of new practices with educators, and/or evaluation of policies to inform decision-making at district or state levels. A track record of extramural funding in support of scholarship and research is also required.

To apply, visit http://jobs.virginia.edu and search on Posting Number 0617770. Complete a Candidate Profile online, attach a cover letter, curriculum vitae, statement of research interest, statement of teaching philosophy (include both teaching and advising philosophy), and contact information for three references. Candidate screening begins January 4, 2016 and remains open until filled.

For questions about the position, please contact Dr. Sara Rimm-Kaufman at ser4x@virginia.edu. For questions about the application process, please contact Ted Keefe, HR Generalist, at twk7b@virginia.edu.
The Curry School of Education and the University of Virginia are Equal Opportunity/Affirmative Action employers. We seek to build a culturally diverse intellectual environment and welcome applications from women, minorities, veterans, and persons with disabilities.

Boston University Interview Project


Celeste Hamre is a senior at Boston University, majoring in Psychology and Sociology and Minoring in Public Health. Check out the information for her senior research project:

“I am investigating all the factors and resources that can impact families who have a child with a learning disability.  My goal is to document the stories of families navigating the advocating process for their children, highlighting the unique challenges they face.  I plan to interview as many parents and teachers as possible about their experiences and to learn their story.

An interview is only a 20 Minute phone interview where you will have opportunity to share your experiences, thoughts and reflections.  These interviews are extremely valuable and provide essential insight into the true experiences of families and teachers.  All interviewee names and information is completely confidential.”

Find out more about the project and get information on how to join by clicking the link below

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Got Science: Dyslexia and Dysgraphia ARE Different and Why SLD Should RIP

“There’s just this umbrella category of learning disability,” said Berninger. “That’s like saying if you’re sick you qualify to see a doctor, but without specifying what kind of illness you have, can the doctor prescribe appropriate treatment?” “Many children struggle in school because their specific learning disabilities are not identified and they are not provided appropriate instruction.”

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