Jackson Shaa

Educator, researcher, and higher education professional with experience in curriculum and instruction, teacher education, academic support, school administration, and community-based educational work. Brings a strong background in instructional planning, student and faculty support, research documentation, stakeholder communication, data organization, proofreading, scheduling assistance, confidentiality, and deadline management. Proficient in Microsoft Word, Excel, PowerPoint, Outlook, SPSS, MAXQDA, NVivo, ATLAS.ti, Qualtrics, SurveyMonkey, and Google Forms, with strong judgment, organization, discretion, and communication skills for supporting teaching, research, service, and administrative functions in academic settings.

Research Assistant - Texas Tech University - Lubbock, TX

(2021-09 - 2026-08)

• Supported university-level curriculum and instruction scholarship through literature reviews, qualitative research documentation, academic writing, faculty collaboration, and preparation of instructional and research materials.
• Advanced dissertation research on decolonizing curriculum in Kenya, Maa language revitalization, Indigenous techno-pedagogy, beadwork as curriculum, and digital participatory action research.
• Applied qualitative and mixed-methods tools, including MAXQDA, NVivo, ATLAS.ti, SPSS, Qualtrics, SurveyMonkey, and Google Forms, to support research design, data organization, analysis, and reporting.
• Collaborated with faculty, peers, and community stakeholders to support teaching, research, service, presentations, academic documentation, and timely completion of project goals.

Administrator / K–12 Teacher - Teachers Service Commission - Kenya

(1997-01 - 2021-12)

• Taught and supported K–2 learners while designing curriculum-aligned lessons, instructional materials, assessments, and inclusive learning activities for diverse students.
• Served in teaching and administrative capacities that strengthened teacher education practice, classroom management, school operations, student records, family communication, and instructional coordination.
• Integrated language, culture, community knowledge, and learner-centered pedagogy into instruction to support student engagement and culturally meaningful education.
• Supported school-community partnerships, stakeholder communication, student progress monitoring, assessment preparation, and professional collaboration with educators and administrators.

Ph.D. - Curriculum and Instruction - Texas Tech University (2026-08)

M.A. - Educational Administration and Planning - University of Nairobi (2016-01)

B.A. - Education - University of Nairobi (2010-01)