- Offer Deadline
- EU Research Framework Programme
- H2020 / Marie Skłodowska-Curie Actions
- Organisation / Company
- International Research Projects Office
- Promotion and Advisory Unit
- Is the Hosting related to staff position within a Research Infrastructure?
- Organisation / Company Type
- Postal Code
- Gran Vía de Colón, 48, 2nd floor
Professor Oswaldo Lorenzo Quiles, from the Department of Didactics of Musical, Plastic and Corporal Expression at the University of Granada, welcomes postdoctoral candidates interested in applying for a Marie Skłodowska-Curie Individual Fellowships (MSCA-IF) in 2020 at this University. Please note that applicants must comply with the Mobility Rule (more information: http://sl.ugr.es/0aNV).
Brief description of the institution:
The University of Granada (UGR), founded in 1531, is one of the largest and most important universities in Spain. The UGR has been awarded with the "Human Resources Excellence in Research (HRS4R)", which reflects the UGR’s commitment to continuously improve its human resource policies in line with the European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers. The UGR is also a leading institution in research, located in the top 5/10 of Spanish universities by a variety of ranking criteria, such as national R&D projects, fellowships awarded, publications, or international funding.
UGR is one of the few Spanish Universities listed in the Shanghai Top 500 ranking (http://sl.ugr.es/0aw0). The Academic Ranking of World Universities (ARWU) places the UGR in 268th position in the world and as the 4th highest ranked University in Spain, reaffirming its position as an institution at the forefront of national and international research. From the perspective of specialist areas in the ARWU rankings, the UGR is outstanding in Documentation (ranked in the 36th in the world) or Food science technology (ranked 37th in the world), Mathematics and Computer Science (ranked among the top 76-100 in the world).
The UGR has 4 researchers at the top of the Highly Cited Researchers (HCR) list in the Computer Science area. With regard to broader subject fields, the UGR is ranked in 45th position in the universities worldwide in the discipline of Engineering. It is also well recognized for its web presence (http://sl.ugr.es/0a6i) taking 36th place in the top 200 Universities in Europe. Internationally, we bet decidedly by our participation in the calls of the Framework Programme of the European Union. For the duration of the last two Framework Programmes, the UGR has obtained a total of 66 projects, with total funding of 18.02 million euros, and for H2020, 80 projects with total funding around 20.6 million euros.
Brief description of the Centre/Research Group
The DEDiCA research group (HUM-742) https://hum742.ugr.es/ was officially created in 2002, within the Andalusian Plan for Research, Development and Innovation (PAIDI) of the Ministry of Economy, Innovation, Science and Employment of the Andalusian Government.
The line of research that enabled its emergence was attention to cultural differences and diversity at school from a didactic approach and focused on the Andalusian community. Currently, it has become an interdisciplinary group made up of researchers both nationally and internationally (from Colombia, Puerto Rico and Brazil), with extensive experience in different areas of knowledge: General Teaching, Specific Teaching, Psychology, Philology and Law. The lines of research of the DEDiCA research group have been consolidated and expanded to the following: a) Diversity at school, school coexistence, citizenship, education, intercultural education, education through the arts, education for human rights ...; b) Music psychology (musical stage anxiety, musical preferences, personality and musical tastes, etc.); c) Psychological research on minors in risk contexts, immigrants, women ....; d) Positive Psychology and Emotional Intelligence; e) Higher Education. Likewise, he has extensive experience in organizing periodic scientific events, such as the SIEMAI® (Simpósio Internacional Educação Música Artes Interculturais) and the MEETING OF SPRING®. Since 2011 he publishes DEDiCA magazine. Education and Humanities Magazine. Finally, the research group is linked to the Spanish Association for the Psychology of Music and Musical Interpretation (AEPMIM).
In this web page you can consult the general data of the group, its members, the most relevant scientific production, projects it has led, etc.
Educational and psychological research in music training and early language development.
Candidate will have to work in quantitative quasi-experimental studies with with pretest-tests-postest measures.
Music education can positively influence all developmental domains, particularly language. As literature suggests, there is a link, anatomically as well as functionally, between language and music (Gromko, 2005; Koelsch & Siebel, 2005; Patel & Iversen, 2007; Peretz & Zatorre, 2005; Register, Darrow, Standley, & Swedberg, 2007; Slevc & Miyake, 2006; Tallal & Gaab, 2006). Skills in childhood education can contribute to the ability to communicate and comprehend language, increase the interest in books, and help to begin to read. Because of the educational implications, it is suggested that teachers and parents integrate music activities on a daily basis.
All students should have access to music education that focuses on learning musical skills and, consequently, overall learning will be fostered. Even though the professional music educator might have the strongest musical skills and experience, the child can benefit further from musical experiences when his or her community also provides musical experiences. As in language, music skills develop through listening. When children are immersed in this process everyday, their musical capacity, listening skills, and overall development increase (Slevc, 2012). This might be the main reason why music educators encouraged music listening from the womb, as does neuroscience research (Bigand & Poulin-Charronnat, 2006). Musical experiences can provide a space for teachers to practice these skills with their students because, as Patel (2010) stated, music has been naturally created to enhance human development. This benefit becomes more pertinent for the children from low socioeconomic families, which were the population studied in the current research, because they need more support for their learning and emotional development (Ludwig & Philips, 2008). As an added value, when the child has received formal music education experiences, he is more prepared to continue musical training in school and throughout his life.
Social Sciences and Humanities (SOC)
For a correct evaluation of your candidature, please send the documents below to Professor Oswaldo Lorenzo Quiles (firstname.lastname@example.org):
- Letter of recommendation (optional)