Graduate Research Assistant in Neurodiversity and Mathematical Learning

TN United Kingdom; Oxford; On-site; GBP 25,000 - 35,000; Full time

Job summary

A leading university seeks a Graduate Research Assistant for a project on neurodiversity and mathematical learning. The role involves data collection and analysis, working with children with genetic conditions, and contributing to interdisciplinary research. This is a fixed-term position with options for part-time or full-time work.

Qualifications

• Prior experience in cognitive or educational assessments is essential.
• Experience working with neurodivergent children is advantageous.

Responsibilities

• Collect data and code information from schools.
• Contribute to report writing and presentations.
• Collaborate with the research team on project dimensions.

Skills

Excellent communication skills

Interdisciplinary teamwork

Interest in developmental psychology

Experience with children with genetic conditions

Education

Graduate degree in psychology or related field

Job description

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Graduate Research Assistant in Neurodiversity and Mathematical Learning, Oxford

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Client:

University of Oxford

Location:

Oxford, United Kingdom

Job Category:

Other

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EU work permit required:

Yes

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Job Reference:

9426916be167

Job Views:

3

Posted:

23.05.2025

Expiry Date:

07.07.2025

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Job Description:

We are seeking

a graduate researcher or equivalent professional to join an exciting new project at the interface between developmental psychology, education, and neurodiversity. The new team member will join an interdisciplinary longitudinal project that will employ standardised assessments, experimental measures (e.g., child friendly iPad-based assessments, online assessments), and mixed methods to understand cognitive and educational contributors to early mathematical learning for neurodivergent children. Our focus will be three groups of children with genetic conditions diagnosed early in life (Down’s syndrome, fragile X syndrome, or Williams syndrome), to understand both general and specific contributors to good outcomes leading to independence in early numeracy for neurodivergent children. Currently located in the Radcliffe Observatory Quarter, Experimental Psychology will be moving to the new, purpose-built a multidisciplinary research and teaching facility due to open in the summer of 2025. This position will involve joining an extended team connecting the University of Oxford, Surrey University and University College London. You will be jointly responsible (alongside a postdoctoral researcher and a recruitment officer) for visiting and liaising with schools, working with participating children to collect data, and data coding. You will work collaboratively with the extended research team on all dimensions of the project (recruitment, data collection, longitudinal data collection planning, data curation and open science). You will also contribute to report writing, presentations, publications and dissemination to non-academic audiences. A keen interest in developmental psychology and education are essential, and either a keen interest or prior experience of working with children with genetic conditions and / or intellectual disability and / or neurodiversity would be an advantage. Excellent communication skills, interests in working as part of an interdisciplinary team are essential. The post-holder will be involved in all aspects of the research project, with a particular focus on cognitive and educational assessment, data entry and data analysis. Prior experience of primary school settings in the context of cognitive or educational assessments is essential. The successful applicant would be principally based in Oxford, working with Prof Gaia Scerif, but they will benefit from being embedded in an extended research team for this project, including co-PIs Prof Emily Farran (University of Surrey) and Prof Jo van Herwegen (University College London). Gaia Scerif is an internationally recognised expert in genetic syndrome, executive function and mathematics. Emily Farran is an internationally recognised expert in genetic syndromes, and the relationship between spatial ability and mathematic. Jo Van Herwegen is an internationally recognised expert in genetic syndromes, educational environments and mathematics. This is a fixed term post, working either part time at 0.5 FTEs (2.5 day per week) for 12 months, or full time at 1.0 FTEs for 6 months. Other part-time pro rata arrangements might be considered.

We are seeking

a graduate researcher or equivalent professional to join an exciting new project at the interface between developmental psychology, education, and neurodiversity. The new team member will join an interdisciplinary longitudinal project that will employ standardised assessments, experimental measures (e.g., child friendly iPad-based assessments, online assessments), and mixed methods to understand cognitive and educational contributors to early mathematical learning for neurodivergent children. Our focus will be three groups of children with genetic conditions diagnosed early in life (Down’s syndrome, fragile X syndrome, or Williams syndrome), to understand both general and specific contributors to good outcomes leading to independence in early numeracy for neurodivergent children. Currently located in the Radcliffe Observatory Quarter, Experimental Psychology will be moving to the new, purpose-built a multidisciplinary research and teaching facility due to open in the summer of 2025. This position will involve joining an extended team connecting the University of Oxford, Surrey University and University College London. You will be jointly responsible (alongside a postdoctoral researcher and a recruitment officer) for visiting and liaising with schools, working with participating children to collect data, and data coding. You will work collaboratively with the extended research team on all dimensions of the project (recruitment, data collection, longitudinal data collection planning, data curation and open science). You will also contribute to report writing, presentations, publications and dissemination to non-academic audiences. A keen interest in developmental psychology and education are essential, and either a keen interest or prior experience of working with children with genetic conditions and / or intellectual disability and / or neurodiversity would be an advantage. Excellent communication skills, interests in working as part of an interdisciplinary team are essential. The post-holder will be involved in all aspects of the research project, with a particular focus on cognitive and educational assessment, data entry and data analysis. Prior experience of primary school settings in the context of cognitive or educational assessments is essential. The successful applicant would be principally based in Oxford, working with Prof Gaia Scerif, but they will benefit from being embedded in an extended research team for this project, including co-PIs Prof Emily Farran (University of Surrey) and Prof Jo van Herwegen (University College London). Gaia Scerif is an internationally recognised expert in genetic syndrome, executive function and mathematics. Emily Farran is an internationally recognised expert in genetic syndromes, and the relationship between spatial ability and mathematic. Jo Van Herwegen is an internationally recognised expert in genetic syndromes, educational environments and mathematics. This is a fixed term post, working either part time at 0.5 FTEs (2.5 day per week) for 12 months, or full time at 1.0 FTEs for 6 months. Other part-time pro rata arrangements might be considered.