Postdoctoral Education Science Training Program on English Learners (EL-VEST)
We are seeking applicants with expertise in developmental science, education science, or educational psychology. We are interested in engaging more deeply with research related to classroom and instructional contexts that support social and emotional development, and behavioral and academic outcomes in children and youth.
The program is funded by a grant from the U.S. Department of Education, Institute of Education Sciences. Fellows will receive training that deepens their understanding of education science, including the strengths and challenges faced by ELs particularly in school-based contexts. Fellows will also engage in experiences that give them hands-on experiences working with partners (districts, departments of education, education innovation organizations) addressing some of our most intractable challenges in supporting the achievement of EL students, their teachers, and schools. Finally, fellows will receive training in rigorous education research methods and statistics. Fellows come to the University of Virginia and have the opportunity to immerse themselves in mentored research experiences, attend talks and workshops, and address research problems that emanate from partners in the field. New post-docs join a cohort of people at the same point in their career and have opportunities to be mentored and to mentor. The faculty mentors and post-doc craft an individualized plan to help the post-docs reach the next step in their career.
The program is currently recruiting postdoctoral fellows to begin training between now and summer 2024. To apply, visit UVA Jobs and search posting number R0046734.
The fellows will work with one of these three faculty members as their primary mentor and will develop a line of research that involves collaboration with additional secondary mentors.
Research Project Opportunities
Explore a sample of research project opportunities for EL-VEST fellows.
Equity in Virginia’s Public Education System: A Longitudinal Examination Spanning the COVID-19 Shutdown
It is widely accepted that changes to schooling wrought by the pandemic will have negative effects and that those effects will not impact all students and staff equally. We have partnered with VDOE to conduct vital equity-focused longitudinal analyses of the data contained in the Virginia Longitudinal Data System.
Latino Siblings School Transition Project
With this study, we aim to understand the role of multiple ecological contexts—primarily the family and school environments—in supporting the linguistic and literacy development of siblings whose main language at home is Spanish for children attending a bilingual immersion program.
Dual Language Immersion: Benefits for English Learner (EL) and Non-EL Populations
This exploratory study aims to understand whether dual language immersion programs improve children self-regulation development, and whether improved language and self-regulation outcomes are associated with academic growth.
Fairfax PreK to Third Grade Project
Using a rigorous analysis across multiple points of data, the FP3 project will identify experiences in early learning and elementary programs that foster children’s development in pre-k, transition into kindergarten, and performance through third grade.
Teacher Working Conditions and Equitable Student Outcomes
Using a biennial working conditions survey of all licensed personnel in Virginia public schools, as well as administrative data, and interview data with teachers and principals, this project aims to contribute to our collective understanding of the relationships between teacher working conditions, teacher retention, and equitable student outcomes.
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Financial aid availability and eligibility may be subject to various factors, including but not limited to changes in federal or state regulations, institutional policies, funding availability, and individual qualifications. The information provided on these pages may change, and it is recommended that you verify the accuracy of details with the appropriate department administrator.