Research Study Position Available In New York, New York

Al-Quds Bard, Palestine

RESEARCH STUDY

: .interfolio/171019 Background
The Master of Arts in Teaching (MAT) program at Al-Quds Bard College (AQB) is a graduate-level in-service teacher preparation program designed for education in Palestine through innovative, inclusive, and student-centered pedagogy. The program emphasizes reflective practice, differentiated instruction, and classroom-based research, equipping educators with the skills and dispositions needed to address diverse learning needs and contribute to meaningful school improvement. This research study aims to assess the impact of the MAT program on graduates’ teaching practices in Palestinian schools. The study is expected to generate findings that contribute to the academic literature on teacher education while offering actionable insights to inform teacher preparation programs, national policy development, and broader educational reform. A key objective is the production of a peer-reviewed publication that advances both scholarly understanding and practical change within the Palestinian education system. Research Purpose and Main Question
This study seeks to explore how the MAT program has shaped pedagogical innovation, instructional quality, and classroom engagement among its alumni. Main Research Question
How do the kledge and teaching strategies acquired by MAT graduates inform and shape their teaching practices and instructional design relative to other educators? Suggested Sub-Questions
The researcher is invited to explore one or more of the following areas:
To what extent do MAT graduates adopt and promote student-centered learning and inclusive teaching methodologies inparison to non-MAT?
How do the teaching practices of MAT-trained educators differ from those of non-MAT trained teachers inparable school contexts? How do MAT teacherspare to non-MAT teachers in the frequency and effectiveness of their reflective practice and classroom-based research?
How do MAT graduates navigate systemic barriers, such as limited resources, policy constraints, and administrative challenges while striving to implement innovative practices?
How do students taught by MAT-trained teachers differ from those taught by non-MAT teachers in terms of classroom participation, and the development of corepetencies such as critical thinking, collaboration, curiosity, and social-emotional learning?
What observable indicators such as academic performance data, frequency of group work, and student presentations can be used to assess these differences?
What gaps, if any, exist between the training provided in the MAT program and its practical application in real classroom settings?
How do the findings of this study inform broader educational policy or improvements to teacher education programs? Research Objectives
To what extent MAT-trained teachers inclusive, student-centered instructional strategies in line with the program’s Intended Learning Oues (ILOs)
Compare the teaching practices of MAT and non-MAT educators across key pedagogical areas, including planning, delivery, and assessment
Investigate the extent to which MAT graduates engage in classroom-based research, reflective practice, and the use of authentic assessment
To observe how MAT-trained teachers implement classroom practices that promote student engagement and the development of keypetencies such as critical thinking, collaboration, and social-emotional learning using indicators such as the frequency of group work, student presentations, and other interactive strategies
Explore how MAT trained teachers navigate challenges such as resource limitations, and institutional constraints in implementing innovative pedagogy,pared to non-MAT teachers
Generate evidence-based insights to inform national education policy and support systemic efforts to enhance teaching quality in Palestine Eligibility Criteria
Applicants must meet the following requirements:
Proven record of peer-reviewed publications in the field of education (required)
Demonstrated experience in conducting qualitative and/orparative education research
Familiarity with the Palestinian education system and local contexts (preferred)
Ability toplete the project within a defined timeline Scope of Work
The selected researcher(s) will:
Design and conduct aparative study involving MAT and non-MAT teachers in Palestine
Utilize clear and structured research methods, including but not limited to:
Semi-structured interviews
classroom observations
student surveys
Teaching material analysis (e.g., lesson plans, assessments) Focus groups
Secondary data analysis, example: Ministry of Education data
Identify policy and system-level barriers that limit MAT graduates’ ability to what they learn) Produce a high-quality research report suitable for publication in a peer-reviewed academic journal Resources and Support
Access to Ministry of Education data has been pre-approved. Al-Quds Bard College will provide the selected researcher with relevant program documents and facilitate coordination with participating teachers and schools. Additionally, a local research support team will beanized by the Qatar Scholarship Program Manager to assist with data collection. This team may include current doctoral students from the Ph.D. program in Education at Al-Quds University, offering valuable contextual insight and logistical support during fieldwork. Timeline

RFP Release:

July 18, 2025

Submission Deadline:

August 3, 2025

Selection Notification:

August 15, 2025

Project Start Date:

August 18, 2025

Preliminary Findings Presentation:

October 10, 2025

Final Due:

December 20, 2025 (To be confirmed) Application Guidelines
Application must include:
Cover letter
CV of lead researcher, including publication record
Proposal (max 5 pages) including:
Research questions and conceptual framework
Detailed methodology and data collection plan
Ethical considerations
Timeline and deliverables
Budget estimate Please submit all materials in PDF format through Interfolio at .interfolio/171019 by August 3, 2025. Evaluation Criteria
Proposals will be evaluated based on:
Quality and clarity of the research design
Relevance and feasibility of the methodology
Proven publication record
Familiarity with the Palestinian education context Equal Employment Opportunity Statement
Bard College is an equal opportunity employer and we wee applications from those who contribute to our diversity. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, mental, or physical disability, age, sexual orientation, gender identity, national origin, familial status, veteran status, or genetic information. Bard ismitted to providing access, equal opportunity, and reasonable amodation for all individuals in employment practices, services, programs, and activities. AA/EOE