OFFER DEADLINE28/08/2021 11:30 - Europe/Brussels
EU RESEARCH FRAMEWORK PROGRAMMEHE / MSCA
ORGANISATION/COMPANYInternational Research Projects Office
DEPARTMENTPromotion and Advisory Unit
Professor Oswaldo Lorenzo 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 Postdoctoral Fellowships (MSCA-PF) in 2021 at this University. Please note that applicants must comply with the Mobility Rule (more information about the 2020 call: http://sl.ugr.es/0aNV, the 2021 call is not yet open).
Brief description of the institution:
The University of Granada (UGR), founded in 1531, is one of the largest and most important universities in Spain. With over 60.000 undergraduate and postgraduate students and 6.000 staff. UGR offers a total of 89 degrees, 110 master’s degrees and 28 doctoral programmes through its 123 departments and 27 centers. Consequently, the UGR offers one of the most extensive and diverse ranges of higher education programmes in Spain.
The UGR has 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. UGR is also a leading institution in research, located in the top 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 - Academic Ranking of World Universities (ARWU) (http://sl.ugr.es/0bsW). The UGR is amongst the 201-300 first universities of the world, between 2nd-5th position of Spanish universities and number 1 in the Andalusian Region in the Shanghai Top 500 ranking. Specialties at UGR that stand out are Library & Information Science (position 32) and Food Science & Technology (position 36). Moreover, the UGR is also situated amongst the first 100 universities in Mining & Mineral Engineering between (76th-100th position), in Mathematics (between 76th-100th position) and in Hospitality & Tourism Management (between 76th-100th position). The edition of the ARWU places the UGR in 201-300th 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.
Additionally, the UGR has 8 researchers at the top of the Highly Cited Researchers (HCR) list in Computer Sciences & Engineering (position 101-150). It is also well recognized for its web presence (http://sl.ugr.es/0a6i), being positioned at 43th 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 67 projects, with total funding of 18.029 million euros, and for H2020, 118 projects with total funding around 29.115 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 (firstname.lastname@example.org):
- Letter of recommendation (optional)
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