Expanding Capacity Purposeful Play in Science Education - Graduate Research Assistant

Job Title

Expanding Capacity for Purposeful Play in Science Education - Graduate Research Assistant

Student Regular Wage – Teacher Education

Karyn Allee

Stipend ($800, as budgeted through Mercer Seed Grant funding)

Upon award through June 30, 2026

Graduate student will assist with logistics, session documentation, and formatting of toolkit materials for an elementary teacher science professional learning funded by a Mercer University Provost's Office seed grant. This position supports the PI in the implementation and documentation of a design-based professional learning initiative grounded in the CAPRI framework (Culturally responsive, Active, Play-based, Reflective, Inquiry-driven). It offers meaningful professional development in education research, curriculum design, and university-community partnership.

The GRA will work closely with the PI across logistical, documentary, and resource development functions central to the project's success.

• Session Logistics and Coordination
  • Assist with scheduling, coordinating, and preparing materials for CAPRI-aligned professional development sessions held in Mercer’s Model Classroom.
  • Manage registration, attendance tracking, and communication with Instructional Fellows and teacher candidate participants.
  • Set up and break down session spaces; prepare and distribute materials prior to each PD session.
• Session Documentation
  • Take detailed observation and field notes during PD sessions to support facilitator reflection and data collection.
  • Collect and organize exit slips, post-session reflections, and anonymous feedback forms from participants.
  • Document session activities through photography and written annotation, with appropriate participant permissions in place.
  • Assist with transcription of educator reflections and feedback using transcription tools (e.g., Otter.ai, ) and review transcripts for accuracy.
• Data Management and Analysis
  • Organize and maintain qualitative data files across all data sources (reflections, artifacts, observation notes, feedback forms) using MAXQDA or Excel.
  • Assist PI with preliminary coding of a data subsample to support coding reliability, following Braun and Clarke's (2006) six-phase thematic analysis framework.
  • Compile iterative versions of co-designed materials and maintain version documentation for toolkit development.
• Resource and Toolkit Development
  • Support the formatting, design, and organization of CAPRI-aligned resource materials, including inquiry mini-units, teacher journaling templates, and home-school connection tools.
  • Assist in compiling and preparing dissemination packets for the Play, Learn, Explore toolkit.
  • Contribute to the formatting and preparation of materials for the Joyful Learning Collaborative website and blog series.
• Administrative and Reporting
  • Maintain organized records of project activities, communications, and deliverables to support progress reporting requirements.
  • Assist PI in preparing materials for conference proposals and manuscript development as directed.

• Required:
  • Current enrollment in a graduate program at Mercer University (master's or doctoral level).
  • Demonstrated interest in early childhood education, science education, equity-centered pedagogy, or related fields.
  • Strong organizational and written communication skills.
  • Ability to work independently, manage multiple tasks, and meet deadlines.
• Preferred:
  • Familiarity with qualitative research methods or prior coursework in educational research.
  • Experience with MAXQDA, Excel, or comparable data management tools.
  • Background in or professional experience with K–5 teaching, curriculum design, or professional development contexts.
  • Familiarity with the CAPRI framework, the Joyful Learning Collaborative, or related equity-centered frameworks in education.

This position provides the GRA with direct experience in design-based implementation research, collaborative curriculum co‑design, university‑district partnership development, and equity‑centered professional learning facilitation. The GRA will have opportunities to contribute to conference presentations and manuscript preparation, and to deepen their scholarly identity within the field of early childhood and science education.

8 hours per week.

Start Date:

03/2/2026. End Date: 06/1/2026.