The School of Education, Communication and Society (ECS) at King’s College London is a leading home of interdisciplinary social science.
With competitive funding opportunities through the ESRC London Interdisciplinary Social Sciences Doctoral Training Programme (LISS-DTP), we invite applications to our doctoral programmes in:
Studying at ECS, a home of world-class research
“Being surrounded by such supportive and inspirational professionals with such a wide range of expertise has made my experience at King’s an enjoyable, fulfilling and unique one. Feeling fully integrated into the wider King’s network has really helped me towards reaching my potential.”
Emma Browning, current PhD student
ECS was ranked 2nd in the UK for education research quality in the 2014 Research Excellence Framework (REF), and we have a proud history of contributing to public policy debates and engaging with professional communities of practice across multiple sectors. You will work within one or more of our leading Research Centres:
- Centre for Language, Discourse and Communication
- Centre for Public Policy Research
- Centre for Research in Education in Science, Technology, Engineering and Mathematics
Examples of current/ recent PhD topics at ECS: ‘The co-construction of ageing identities: a linguistic ethnography of older women’s talk and practices in a hair salon’; ‘Passion and Resistance in Youth Work’; ‘Surgeons as Brokers? Exploring the professional identity of surgical educators’; ‘Exploring the role of race/ethnicity, class and gender in young people’s engagement with science through an intervention programme’; ‘The Development of Metaphor Comprehension in Arabic-Speaking Children’.
The LISS-DTP studentships
Studentships through the LISS-DTP will fund either a Masters plus PhD (1 + 3) or PhD route (+3), including the full cost of Home/EU fees plus a stipend (valued at £16,533 in September 2017). This is potentially relevant for third year high-achieving undergraduate students, Masters students AND current PhD students who are still in their first year of study (first or second year if they are part-time).
How to apply
You must simultaneously apply through both King’s College London and ESRC LISS-DTP. Applications must be submitted by 31 January 2018 at 17:00.
Apply via King’s
- Identify a potential supervisor who will be able to support the application, by searching our Research Centre pages – links above.
- Complete the case for support for a research project
- Complete an application for the relevant Masters or Doctoral programme – via the links above.
Apply for the LISS-DTP studentship
- Read the guidelines and complete the application via this link.
For further advice and information contact firstname.lastname@example.org.
For information on other doctoral funding opportunities please go to www.kcl.ac.uk/graduate/funding/database. We also welcome applications from self- or independently funded students.
- Daphna Buchsbaum (http://cocodev.psych.utoronto.ca) uses both computational and experimental approaches to understand how children, as well as adults and non-human animals (such as dogs) develop a sophisticated understanding of both the physical and social world from relatively sparse and ambiguous information. Current projects include exploring species differences in higher level cognition, and looking at how children integrate social information with personal experience and observation.
- Amy Finn (http://finnlandlab.org) investigates how maturational changes in cognitive and neural function influence learning. She is looking for students interested in asking questions such as “why are children better than adults at learning certain types of information (especially language),” “how does brain development modulate learning outcomes,” and “how do environmental factors shape brain development and learning?”
- Charles Helwig (http://www.psych.utoronto.ca/users/helwig) examines children’s judgments and reasoning about rights, democratic concepts, and parenting. Current research includes a large, longitudinal study examining children’s perceptions of autonomy support, democratic family climate and psychological control and their relations with psychological well-being and academic achievement in urban and rural China.
- Meg Schlichting (http://buddingmindslab.utoronto.ca) studies how the brain supports the formation, modification, and use of knowledge from a developmental perspective. Her research employs cognitive neuroscience techniques (functional and structural MRI) to understand how neural maturation gives rise to developmental differences in the ability to remember and reason.
- Christina Starmans (christinastarmans.com) investigates the origins of human social and moral cognition, and my lab does experimental work with toddlers, preschoolers, young children, and adults. The questions we are most interested in lie at the intersection of social, cognitive, and developmental psychology, as well as philosophy. Recent projects have looked at how children and adults naturally think about minds and selves, how children judge others who struggle with moral decisions, how children and adults decide which living things can be owned by others, how children and adults explain inequality, and how we decide whether someone knows something, or just believes it.
- A collaborative research environment with particular strengths in cognitive modelling, cognitive neuroscience, and neuropsychology
- Strong relationships with Toronto-area museums for onsite recruitment of child participants
- New, state of the art brain imaging centre (http://toni.psych.utoronto.ca) with a Siemens Prisma 3T MRI scanner, conveniently located next door to the Psychology Department
- Eyetracking and EEG capabilities
- Near-infrared spectroscopy system (coming soon!)
Vanderbilt Educational Neuroscience
Vanderbilt University invites applications for its PhD concentration in Educational Neuroscience, which is housed within the well-regarded Vanderbilt Neuroscience Graduate Program in the Vanderbilt Brain Institute. Our program offers an unparalleled platform from which students can become expert in neuroscience research methods ranging from animal models to functional magnetic resonance imaging in children. World class neuroimaging facilities at the Vanderbilt University Institute for Imaging Sciences are combined with an array of the world’s leading neuroscientists, making Vanderbilt an international hub for cutting-edge neuroscience research. Vanderbilt also boasts one of the most prestigious education schools in the country. Students in the program have the opportunity to work closely with dedicated faculty, gaining experience in research techniques ranging from classroom studies, through intervention studies, to working with atypically developing children in a range of settings.
This program merges psychological investigations, in a broad framework including developmental, cognitive, and affective processes, with neuroscience research spanning multiple levels from genetics to systems in order to better understand core educational areas such as reading, math, science and socio-emotional development. From these collaborative questions a better understanding of how the brain learns, more precise methods for identifying difficulties in atypical learners, and more effective ways of teaching emerges.
Our program is unique in its unparalleled environment, which includes:
- Premier neuroscience training environment
- Nationally recognized school of education
- World class research facilities, including exceptional neuroimaging resources
- Highly collegial and collaborative environment
- Flexible program allowing for individual learning path
More detailed information about our program can be found here:
In addition to many affiliate faculty, core faculty include:
James R. Booth, Brain Development Laboratory, Department of Psychology & Human Development
Laurie E. Cutting, Education & Brain Sciences Research Laboratory, Department of Special Education
Gavin R. Price, Numerical Brain Laboratory, Department of Psychology & Human Development
Mark T. Wallace, Multisensory Research Laboratory, Department of Hearing and Speech Sciences
Interested students should apply here: https://apply.vanderbilt.edu/apply/, and highlight their interest in Educational Neuroscience in their statement of interest.
Vanderbilt Brain Institute: https://medschool.vanderbilt.edu/brain-institute/
Peabody College of Education: https://peabody.vanderbilt.edu
Vanderbilt University Institute for Imaging Science: http://www.vuiis.vanderbilt.edu/
Vanderbilt Kennedy Center: http://vkc.mc.vanderbilt.edu/vkc/
Advanced Computing Center for Research and Education: http://www.accre.vanderbilt.edu/
The PhD Program in Clinical Psychology at Montclair State University is currently recruiting students for its second cohort to begin in Fall 2018. Montclair State is a public doctoral research university located 30 minutes outside New York City.
Based on the scientist-practitioner training model, the program provides students with extensive training in evidence-based approaches to assessment and intervention, along with thorough grounding in the research process and skills needed to develop, critically evaluate, synthesize, and apply scientific knowledge. The program also features a focus on working with children, adolescents, and families.
Students in the program train at the university’s Center for Clinical Services, a state-of-the-art facility with over 20 treatment rooms equipped with technology for live supervision. Students can also specialize in school or forensic psychology to receive training in evidence-based services for school or legal settings, respectively. Students receive research mentorship from faculty members with active research programs in such topics as child/adolescent anxiety, depression, and posttraumatic stress, autism spectrum disorder, mental health service efficacy and access, school mental health, academic assessment and intervention, neuropsychology, child maltreatment, juvenile justice issues, and forensic assessment and rehabilitation. The program also has a strong commitment to social justice and multiculturalism.
In addition, several faculty members study cognitive processes in developmental disorders, specifically how language and spatial cognition may be affected in children with Autism Spectrum Disorder, Down Syndrome, and Williams syndrome, among other disorders. Prospective students with interests in these areas are especially encouraged to apply and may contact Dr. Laura Lakusta (email@example.com) and/or Dr. Jennifer Yang (firstname.lastname@example.org) with any questions.
The program offers opportunities for full funding, including stipends and tuition waivers, through research fellowships, teaching assistantships, grants, and clinical placements.
Applications for the Fall 2018 class must be submitted to The Graduate School by December 15, 2017. All applicants for Fall 2018 may request an application fee waiver.
Please feel free to forward this announcement to any prospective students seeking admission to doctoral programs for Fall 2018.For more information, please visit the program website. Any questions should be directed to Dr. Jeremy Fox, Director of Clinical Training, at email@example.com or (973) 655-7379.
The University of Pennsylvania encourages PhD applications for those interested in the interdisciplinary scientific study of language and communication.
Dear Prospective Doctoral Students:
Interested in exploring the bridge between basic and applied research in cognitive development? Consider applying to the Ph.D. program in Psychological Sciences at the University of Texas at Dallas.
The following researchers with interests focused on cognitive development are recruiting new doctoral students for the upcoming academic year:
Shayla Holub (firstname.lastname@example.org). Dr. Holub leads the Healthy Development Project—a lab that focuses on how families socialize healthy eating habits and healthy body size attitudes in young children. Her research examines various self-related cognitions, including perceived competence and body esteem. Ongoing research examines the development of prejudice, specifically the preconceptions children hold because of others’ weight, and how to lessen weight bias. http://healthydevelopmentproject.utdallas.edu
Mandy Maguire (email@example.com). Dr. Maguire leads the Developmental Neurolinguistics lab, which uses EEG to study how the brain supports typical language development. Her current research, funded by NSF, is related to how a childhood in poverty impacts brain and language development, specifically vocabulary growth, in grade schoolers (ages 8-15). https://www.utdallas.edu/bbs/brainlab/
Candice Mills (firstname.lastname@example.org). Dr. Mills leads the Think Lab, which examines different aspects of how children learn from others, including how they make decisions about when and how to go to others to gather new information as well as how they evaluate explanations varying in quality. An ongoing NSF grant examines how elementary school-aged children learn about science through explanations from others. http://www.utdallas.edu/thinklab/
Margaret Owen (email@example.com; http://ccf.utdallas.edu). Dr. Owen’s Children and Families Lab is examining the development of children’s self-regulation and executive function skills, school readiness and later achievement in low-income African American and Hispanic children followed longitudinally beginning at age 2½ years. With a new 5-year NIH grant, the children are now being followed as they transition to middle school, tracing their developmental trajectories in these domains in contexts of their family relationships, cultural socialization and identities, and school experiences. http://www.utdallas.edu/bbs/dprep/
Melanie Spence (firstname.lastname@example.org). Dr. Spence studies the development of young infants’ perception of communicative signals. Her research includes studying young infants’ discrimination of infant-directed speech (IDS) signals that communicate different emotions and intent, as well as how facial motion and emotion affect infants’ attention to speech and faces. Opportunities exist within the lab, the Infant Learning Project, to collaborate with other faculty and students who have expertise in speech sciences. http://www.utdallas.edu/bbs/ilp/
Other faculty members in Psychological Sciences have current research interests connected to developmental psychology, including Jackie Nelson (parenting and emotional development, family stress), Noah Sasson (social cognition in autism in adulthood), and Marion Underwood (children’s anger and aggression, peer relations, digital communication, and developmental psychopathology).
Tell me more about UT Dallas
Some people haven’t heard much of the University of Texas at Dallas before. After all, we don’t have a football team. Instead, though, we have world-class teams in chess and debate. What else is there to know about our university?
- The University of Texas at Dallas is a young but thriving university, recently named #1 in the US for universities founded less than 50 years ago:
- UT Dallas is ranked among the top three public universities in Texas and among only 115 American universities classified as “Doctoral Universities – Highest Research Activity” by the Carnegie Classifications.
- UT Dallas is also ranked 11th nationwide in terms of the ethnic diversity of its students:
- UT Dallas earned 4.5 out of 5 possible stars on the Campus Pride Index, and indicator of an institution’s commitment to LGBT+ inclusive policies and programs. UT Dallas is the only Texas school to receive a rating over a 4.
- UT Dallas is located in the enormous Dallas-Ft. Worth metropolitan area, which means there are thousands of children living here (which means thousands of possible participants for research studies!)
So why else should I come to Dallas?
- The Psychological Sciences program is a part of the School of Behavioral and Brain Sciences, a highly interdisciplinary school with interests across psychology, neuroscience, and communication sciences.
- Faculty members within the school are affiliated with several active research centers that also include a significant outreach component, including the Center for Children and Families (ccf.utdallas.edu) and the Callier Center for Communication Disorders (utdallas.edu/calliercenter).
- Graduate students typically receive funding for five years of study, including tuition waivers and stipends. Additional funds and scholarships are available to support travel to conferences, research funds, and other professional development needs.
- Dallas is a richly diverse American city ‐ a melting pot of cultures and lifestyles. The Dallas‐ Worth metropolitan area is the 4th largest in the country. The Dallas area boasts 50,000 acres of public park land, the nation’s largest urban arts district with excellent symphony, opera, and art museums, 5 major sports franchises, multiple entertainment districts, and a thriving culinary scene. The area offers a reasonable cost of living and an abundance of sunshine.
Prospective students are encouraged to contact faculty members of interest. But for more general information about the program, please go to: http://www.utdallas.edu/bbs/degrees/psy-degrees/
Or contact Jasmin Stubblefield, Academic Support Coordinator at email@example.com
Applications are due December 1st.
University of North Carolina at Chapel Hill
Department of Psychology and Neuroscience
Developmental Psychology Doctoral Student Recruitment for Fall 2018
The Developmental Psychology faculty at UNC are excited to announce that we are actively recruiting graduate students for the 2018-2019 academic year!
The Department of Psychology and Neuroscience at UNC as well as our Developmental Psychology Program are among the top in the nation. Our program provides comprehensive training in developmental theory, methods, and empirical study of the mechanisms that underlie social, emotional, cognitive and biological development in infancy, childhood, adolescence, and adulthood. We are committed to fully funding our graduate students, providing opportunities through research, teaching, and fellowships.
The deadline for Fall 2018 Admissions is December 5, 2017
The following faculty are accepting students for Fall 2018:
Dr. Carol Cheatham, Associate Professor
Dr. Cheatham studies the individual differences in cognitive and social behavior as they relate to nutrition and nutrigenomics, utilizing both electrophysiological and behavioral methodology.
Dr. Shauna M. Cooper, Associate Professor
Dr. Cooper studies cultural and contextual factors that contribute to positive youth development, with a specific focus on African-American adolescents and families. Her work emphasizes the individual and concerted influence of family, school, and community contexts.
Dr. Jean-Louis Gariepy, Associate Professor
Dr. Gariepy studies the development and evolution of social behavior and the biological and behavioral aspects of social adaptation.
Dr. Beth Kurtz-Costes, Zachary Taylor Smith Distinguished Term Professor and Developmental Psychology Program Director
Dr. Kurtz-Costes studies the development of children’s achievement-related beliefs and behaviors with particular attention to ways that race, ethnicity, and gender shape those processes.
Dr. Cathi Propper, Senior Scientist, Center for Developmental Science; Adjunct Associate Professor, Developmental Program
Dr. Propper’s research focuses on the development of infant and child self-regulation. She investigates child behavioral, emotional, and cognitive outcomes as the result of associations across levels (behavioral, physiological, genetic, environmental) and over time, from the prenatal period to early childhood.
Dr. Eva Telzer, Assistant Professor
Dr. Telzer’s research examines how social and cultural processes shape adolescent brain development, with a focus on both prosocial and antisocial behaviors, family and peer relationships, and long-term psychological well-being.
Other Developmental Faculty can be found here: http://devpsych.unc.edu/faculty/
Developmental Psychology Page: http://devpsych.unc.edu/
Developmental Psychology Application Process: http://devpsych.unc.edu/application-process/
Center for Developmental Science: http://cds.web.unc.edu/