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Assistant Professor of Education, Jacob Hardesty, Ph.D., named one of Rockford Register Star’s 75 people to know

04/03/2018 11:12 am

Jacob HardestyAssistant Professor of Education, Jacob Hardesty, Ph.D., has been named one of Rockford Register Star’s 75 people to know. Dr. Hardesty believes in the importance of foundational education courses, which give his students a solid understanding of the profession and promotes realistic thinking in teachers. His motto: Becoming a good teacher takes time. New tests don’t create better educators.

Read more about Dr. Hardesty in the Rockford Register’s special feature: Jacob Hardesty: Debate, foundation drew Rockford University assistant professor to education.

 

 

More about Dr. Hardesty: 

Ph.D., History of Education, Indiana University 
M.A., Ethnomusicology, University of Limerick (Ireland) 
B.M., Music Education, Ithaca College 

Jacob Hardesty is an Assistant Professor of Education at Rockford University, where he teaches foundations courses in educational history and research methods. He completed his doctorate degree in 2013 at Indiana University in educational history. His work has appeared in the High Ability Studies, American Educational History Journal, and the History of Education Quarterly, and edited volumes. He also serves on the editorial board of the Journal of Historical Research in Music Education. Dr. Hardesty has a B.M. in Music Education from Ithaca College and an M.A. in Ethnomusicology from the University of Limerick, Ireland. Before coming to Rockford, he taught music for four years in public and Catholic schools, as well as education courses at DePauw University and Indiana University.

Dr. Hardesty’s primary research interest involves the historical connections and tensions between popular culture and public education. His dissertation, which he is currently revising as a book, explores educators’ perceptions and responses toward the impact jazz would have on young people in the 1920s. More than a musical genre, jazz operated as the clearest diving line between a Victorianist ethos of restraint and an emerging modernist alternative. Despite a general dislike among both groups, university faculty and administrators allowed students more agency to shape the culture of their institutions than their secondary school colleagues, who sought to minimize young people’s exposure to jazz.