Contract
ANUNT
Str. X. Xxxxxxxxxxxx nr. 1 Cluj-Napoca, RO-400084 Tel.: 0264-40.53.00
Fax: 0264-59.19.06
xxxxxx@xxxxxxx.xx xxx.xxxxxxx.xx
Universitatea Babeş-Bolyai, anunţă organizarea concursului privind ocuparea în cadrul contractului de cercetare finantat prin Mecanismul Financiar SEE 2014-2021 și bugetul de stat, cod proiect: EEA-RO-NO- 2018-0026, nr. Contract 10/2019 având titlul Early literacy of Roma children from Romania: Bridging the socio-economic divide (XXXXX 2.0) pentru următorul post vacant:
Cercetător postdoctoral - 1 post
Norma de lucru: (8 ore/zi),
Perioada angajării : determinata 7.08.2019 – 31.05.2023
Data la care are loc selecţia: 05.08.2019
Ora: 10:00
Locul desfasurarii concursului: Facultatea Psihologie și Științe ale Educației, Str. Sindicatelor nr.
7, (sala 30)
I. Dosarele de concurs se vor depune până la data de 02.08.2019, ora: 12:00 la Biroul Structuri Didactice (Str. X. Xxxxxxxxxxxx nr. 1), persoana de contact: Xxxxxxx Xxxxxx (tel +40264405300 int. 5102);
II. Conţinutul dosarului de candidatura:
- cerere de înscriere la concurs
- curriculum vitae, inclusiv lista lucrărilor științifice publicate(minim 3 articole stiintifice publicate in ultimii 5 ani in care candidatul este prim autor sau autor corespondent-cu link-ul aferent accesarii articolelor);
- copii ale diplomei de licenţă, diplomei de masterat și ale diplomei de doctor;
- copie dupa certificatul/atestatul de cunoastere a limbii engleze;
- copie dupa actul de identitate;
III. Condiţii minime necesare pentru ocuparea postului de cercetător postdoctoral pe domeniul științele educației:
- Fluență în limba română și abilități excelente de comunicare în scris și oral în limba engleză;
- Doctor în științele educației, cu doctoratul susținut în ultimii 5 ani;
- Experiență dovedită în dezvoltarea curiculară la nivelul învățământului primar;
- Experiență dovedită în cercetare avansată în domeniul științelor educației sau domenii similare;
IV: Alte criterii de selecție:
- Experiență de muncă în învățământul primar;
- Interes științific în dezvoltarea limbajului copiilor din învățământul primar;
- Experiență în gestionarea activităților de diseminare a rezultatelor științifice către profesori și studenți ;
V: Probe de selecție
- evaluarea dosarelor candidaților (eliminatorie);
- interviu;
Bibliografie
Str. X. Xxxxxxxxxxxx nr. 1 Cluj-Napoca, RO-400084 Tel.: 0264-40.53.00
Fax: 0264-59.19.06
xxxxxx@xxxxxxx.xx xxx.xxxxxxx.xx
Xxxx, I., XxXxxxx, M.G., & Xxxxx, X. (2013). Bringing words to life. Robust vocabulary instruction. Second edition. New York : Guildford Press.
Xxxxxxxxx, X., and Xxxxxx, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93(3), 498-520.
Buckingham, X., Xxxxxxxx, X., & Xxxxxx-Xxxxxxxx, X. (2013). Why poor children are more likely to become poor readers: The school years. Australian Journal of Education, 57(3), 190-213.
Xxxxxxx, Xxxxxx & Xxxxxxxxx, (2009). Education, identity and Roma families: Teachers’ perspectives and engagement with INSETRom training.
Xxxxxx, D.D., Xxxxx-Xxxxxx, M., Xxxxxx, I., Xxxxx, C. & Xxxxxx, X. (2019). Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty. Learning and Instruction, Online first June 20, xxxxx://xxx.xxx/00.0000/x.xxxxxxxxxxxx.0000.000000.
Xxxxxx, D.D., &Tincas, I. (2018). Cognitive factors explain inter-cultural variations of abilities in rhythm perception: The case of Roma minority. Psychology of Music (Online First, published May 8th, 2018).
Dolean, D.D.&Dolghi, X. (2016). Teaching young FL learners new vocabulary: A comparison between the efficiency of Keyword Method and Total Physical Response, Journal of English Linguistics, 6(6), 1-7.
Xxxxxx, D. D., Xxxxxx, I. &Damsa, C. (2016). What factors influence the development of reading fluency fo Roma children? The effects of whole-class repeated readings and school absenteeism. Studia Psychologia-Paedagogia, 2/2016, 5-14.
Xxxxxx, D.D., Xxxxxx, I. &Damsa, C. (2016). Enhancing the pre-literacy skills of Roma children: The role of socio-economic status and classroom interventions in the development of phonemic awareness. The New Education Review, 45(3), 39-51.
Dolean, D.D. (2016).The development of oral language and reading skills of monolingual and bilingual minority children: A comparative analysis.Invited presentation at the annual international “Collaborative Conference on Language, Literature and Linguistics”, Barcelona, Spain.
Dolean D. D. (2015). How early can we efficiently start teaching a foreign language? European Early Childhood Education Research Journal, 23(5), 706-719.
Dolean, D.D. (2014). Using the Keyword Method in the classroom: Is the interacting imagery necessary?
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European Commision (2016). Education and trainign monitor : Romania
Report downloaded from xxxxx://xx.xxxxxx.xx/xxxxxxxxx/xxxxx/xxxxxxxxx/xxxxx/xxxxxxx0000-xx_xx.xxx European Union Agency for Fundamental Rights (2012). The situation of Roma in 11 EU Member States.
Survey results at a glance,
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Fricke, X., Xxxxxxxx, X., Xxxxxx-Xxxxx, X., Xxxxxxxx, M., Xxxxxxxxx, X., Xxxxxxx, L., Xxxxxx, A., Xxxxxxxx, X., & Xxxxx, C. (2017). The efficacy of early language intervention in mainstream school settings : a randomized control trial. Journal of Child Psychology and Psychiatry, 58(10), 1141-1151.
Xxxxx, P. B., & Xxxxxx, X. X. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10.
Xxxxx, X., Xxxxx-Lervåg, M. &Lervåg, A (2017). Improving language comprehension in preschool children with language difficulties : A cluster randomized trial. Journal of Child Psychology and Psychiatry, 58(10), 1132-1140.
Xxxxxxx, X., Xxxxx, S. J., & Xxxxxxxxxx, X. (2010). Most people are not WEIRD. Nature, 466(7302), 29. Xxxxxxxx, H., Lervåg, A., Xxxxxx, S.A.H., Xxxxxxx, B., Xxxxx-Lervåg, M. (in press). Pathways to Reading
Comprehension: A Longitudinal Study from 4 to 9 Years of Age. Journal of Educational Psychology.
Xxxxx, X., Xxxx, H. M., Xxxxx, D., Lervåg, A.& Xxxxxxxx, M. J. (2015). The foundations of literacy development in children at familial risk of dyslexia. Psychological Science, 26(12), 1877-1886.
Xxxxx, X. & Xxxxxxxx, X. (2009). Developmental disorders of language learning and cognition. London : Xxxx Wiley& Sons
Xxxxx-Lervåg, M. &Lervåg, A(2014). Effects of educational interventions targeting reading comprehension and underlyinig components. Child Development Perspectives, 8(2), 96-100.
Xxxxxx, A., Xxxxxx, D.D., Xxxxxx, I. & Xxxxx-Lervag, M. (2019). Socioeconomic Background, Nonverbal IQ and School Absence Affects the Development of Vocabulary and Reading Comprehension in Children
Str. X. Xxxxxxxxxxxx nr. 1 Cluj-Napoca, RO-400084 Tel.: 0264-40.53.00
Fax: 0264-59.19.06
Living in Severe Poverty. Developmental Science, Online First rectoMr@auybbcluj.r1o6.
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Lervåg, A, Hulme, C. &Melby-Lervåg, M. (2017). Unpicking the developmental relationships between oral language skills and reading comprehension: It’s simple, but complex. Child Development. (Online First published on June 12th, 2017).
Lervåg, X., & Xxxxxxx, V. G. (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry, 51, 612-620.
Lervåg, A., Xxxxxx, I., & Xxxxx, C. (2009). The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study. Developmental Psychology, 45, 764-781. Xxxxxx, X. X., & Xxxxxx, B. O (1998-2016). Mplus user's guide (7th ed.). Los Angeles, CA: Muthén &
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Xxxx, X., Xxxxxx, X., & Xxxxxxxx, X. (1985). Learning words from context. Reading Research Quarterly, 20, 233-253.
Xxxxx, M. D. (1997). Neale analysis of reading ability: Second revised (British ed.). London, UK: NFER- Xxxxxx.
Xxxxx, X., Xxxxx, X.X., & Xxxxx, X.X. (1991). Manual for Raven’s Progressive Matrices and Vocabulary Scales. Section 1 General Overview. Oxford: Oxford Psychologists Press.
Xxxxxxxx, X. (2003). Wechsler intelligence scale for children-WISC-IV. Psychological Corporation
Xxxxxxxx, X., Xxxxxxx, X.X., Xxxxxxxxxxx, K. C., Xxxxxxx, X., Xxxxxx, S.L., XxXxx, X., & Xxxxxxx, P. (2008). Role of reading engagement in mediating the effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45, 432-445.
RECTOR
Acad.Prof.Dr.Xxxx-Xxxxx XXX
Intocmit, Director proiect Xx. Xxxxxx Xxxxxx