Doctor of Philosophy, University of Washington
Master of Education, The Ohio State University
Bachelor of Science, The Ohio State University
Jacob Hackett is a clinical assistant professor and program coordinator of the Bachelor of Science in the Middle Level Education program. Hackett received his doctor of philosophy in education degree from the University of Washington in June 2016. While in Seattle, he was a course instructor and field placement supervisor for both the Seattle Teacher Residency (STR) as well as the traditional Master of Education in Elementary Education and Master of Education in Special Education teacher preparation programs.
Hackett was a teacher for the Atlanta Public Schools district before attending the University of Washington, and a cornerstone to his teacher preparation philosophy is integrating strong, active community and family partnerships.
Other interests of his include: inclusion, community-based teacher education, Design-Based Research (DBR), pedagogies of teacher education, curriculum designing, disability studies, implementation sciences, teacher residencies and social emotional instruction, including restorative justice and experiential education.
Hackett supports teachers to explore historical discrimination affecting current institutional forms of inequity including school funding disparities, segregation, and disproportional rates of discipline based on race, gender, and perceived ability status.
Martin Luther King Jr. Middle School (Atlanta Public Schools) & Project South Community-based Organization: Atlanta Schools Critical Education Network of Distinction (ASCEND).
Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) Teacher Residency
Hudson, R., Sanders, E., Greenway, R., Xie, S., Smith, M., Gasamis, C., Martini, J., Schwartz, I., & Hackett, J. (2017). Effects of emergent literacy interventions for preschoolers with ASD. Exceptional Children, 84(1), 55-75.
Hackett, J., Hudson, R., West, E., & Brown, S. (2016). Cambodian Inclusive Education for Vulnerable Populations: Toward an Ecological Perspective Policy. Journal of International Special Needs Education, 19(1), 3-14.
Hudson, R.F., Peck, C., Davis, C., Blum, G., Greenway, R., Hackett, J., Kidwell, J., Liberty, L., McCollow, M., Patish, Y., Pierce, J., Schulze, M., & Smith, M. (2016). A Socio-Cultural Analysis of Practitioner Perspectives on Implementation of Evidence-based Practice in Special Education. The Journal of Special Education, 50(1), 27-36.
Hackett, J., Summers, A., Coppage, T., & Handy, M. (2015). A case for community-based teacher education: the critical space between social justice-oriented teaching and
learning, Catalyst: A Social Justice Forum, 5(1), Article 1. Available at: http://trace.tennessee.edu/catalyst/vol5/iss1/1