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 the coordinator for GSU’s Bachelor of Science in the Middle Level Education teacher preparation program. Dr. Hackett is a product of the University of Washington, Seattle, where he was a course instructor and instructional mentor 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. He has over 20 years of experience in public education as a teacher and teacher educator, and international teacher education researcher.
Dr. Hackett proudly taught for the Atlanta Public Schools district before attending the University of Washington, and a cornerstone to his teacher preparation philosophy is integrating strong, active, and progressive community partnerships. His philosophy is powerfully shaped by Drs.:
- Joyce King (Black Studies),
- Gloria Ladson-Billings (Culturally Responsive Pedagogy),
- Ken Zeichner & Peter Murrell (Community-Based Teacher Preparation 3.0),
- Richard Milner (Culturally Responsive Classroom Management)
- Kimberlé Crenshaw (Intersectionality Matters) & Iris Young (Five Faces of Oppression),
- Lev Vyogotsky (Sociocultural Learning),
- Septima Clark (Grassroots Citizen & Literacy Education)
- Urie Bronfenbrenner (Ecological Human Development)
- Megan Bang (Design-Based Research),
- Bettina Love (Abolitionist Teaching),
- Andrew Solomon (Disability Studies),
- Gary Orfield (School Segregation), and many more!
His teaching, research and methodological interests span: participatory community-based teacher education, inclusion, Design-Based Research (DBR), pedagogies of experiential teacher education, curriculum designing, disability studies, implementation sciences, teacher residencies and social-emotional learning. He has received several grants as a teacher to design authentic teaching experiences with his students.
Dr. Hackett supports teachers to explore historical discrimination in order to understand how these oppressive histories affect current institutional forms of inequity. Manifestations of this include school funding disparities, racial segregation (historic and current), and disproportional rates of representation and discipline based on race, gender, gifted and talented status or perceived disability status. This historical awareness is then used to generate teacher dispositions and teaching practices to mitigate those historical inequities. How can, and do, teachers impact these forms of systemic oppression inside and outside of their classroom?
Partners in Solidarity:
- Project South Community-based Organization: Atlanta Schools Critical Education Network of Distinction (ASCEND).
- Alonzo A. Crim Center for Urban Educational Excellence
- Auburn Ave. Library on African American Culture and History
- Martin Luther King Jr. Middle School (Atlanta Public Schools)
- Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (GSU CREATE) Teacher Residency
- Centre for Inclusive Education, Sofia, Bulgaria
Hackett, J., Kruzich, J., Goulter, A., & Battista, M. (2020). Tearing Down Invisible Walls: Designing Psychologically Safer Co-Teaching for Inclusion. Journal of Educational Change, 21. https://doi.org/10.1007/s10833-020-09401-3
Hackett, J., Bang, M., Goulter, A., Battista, M. (2019). Crossing risky boundaries: Learning to authentically and equitably co-teach through design and practice. Teaching and Teacher Education, 86. doi.org/10.1016/j.tate.2019.102889
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