Diane Yendol-Hoppey

Dean/Professor

Education & Human Services Administration | College of Education & Human Services

Areas of Expertise

Research focuses on clinically rich teacher education, job-embedded professional development, teacher leadership, and partnerships dedicated to improving teaching and learning in urban contexts.

Education

Ph.D., 1999 Curriculum & Instruction
Pennsylvania State University
Curriculum and Instruction: Teacher Education, Supervision, and Professional Development
Concentration: Educational Leadership


M.A., 1986 Educational Theory & Policy
Pennsylvania State University


Professional Teaching Certification, 1986
Pennsylvania State University

Biography

Diane Yendol-Hoppey is a Professor and the Dean of the College of Education and Human Services at the University of North Florida. Prior to this position Diane held positions at the University of Florida, West Virginia University, and the University of South Florida. She received her Ph.D. in Curriculum and Instruction from The Pennsylvania State University.

Diane's has served in a variety of leadership positions where she engaged in extensive collaboration with school district, corporate and non-profit partners interested in improving teaching and learning. Her work has united practitioners and university faculty to create and sustain nationally recognized school-university partnerships. Diane’s research specifically focuses on facilitating student learning within urban contexts through partnerships, enhanced job-embedded professional development, field-based teacher education, and teacher leadership.

Diane has co-authored four books as well as published over 50 articles. Her work has appeared in such journals as Teachers College Record, Educational Researcher, and Journal of Teacher Education.

Diane’s spent her first decade in education, teaching in Pennsylvania and Maryland.

Awards

National Association of Professional Development Schools Exemplary PDS Achievement Award, University of South Florida, 2014 (Leadership)

University of South Carolina Spirit of Partnership Award, 2014 (Leadership)

Association of Teacher Educators, Distinguished Program in Teacher Education, University of South Florida, (Leadership)

Association of Teacher Educators, Distinguished Program in Teacher Education, Benedum Collaborative, 2009 (Leadership)

Kappa Delta Pi/AERA Division K Early Career Research Award, 2006

University of Florida, College of Education Faculty Scholarship of Engagement Award, 2005

Association of Teacher Educators, Distinguished Research in Teacher Education, 2004

Association of Teacher Educators, Distinguished Program in Teacher Education, The Pennsylvania State University, 2002 (Leadership Team)

Association of Teacher Educators, Distinguished Dissertation Award, 2001

American Educational Research Association, Regional Best Paper Award, 2000 New England Educational Research Association Best Paper Award, 1999

 

 

 

Affiliations

International Study of Teachers and Teaching

American Educational Research Association

American Association of Colleges for Teacher Education

Council for Professors of Instructional Supervision

Association of Teacher Educators

National Association for Professional Development Schools

Publications & Presentations

Selected Publications:

Jacobs, J., Burns, R.W., & Yendol-Hoppey, D. (2015). The inequitable influence that varying accountability contexts in the United States have on teacher professional development. Professional Development in Education, 41(5), 849-872.

Jacobs, J., Yendol-Hoppey, D., & Dana, N.F. (2015). Preparing the next generation of teacher educators: The role of practitioner research. Action in Teacher Education, 37(4), 373- 396.

Burns, R., Yendol-Hoppey, D., & Jacobs, J. (2015) High-Quality teaching requires collaboration: How partnerships can create a true continuum of professional learning for educators. The Educational Forum, 79(1), 53-67.

Yendol-Hoppey, D., & Franco, Y. (2014). In search of signature pedagogy for PDS teacher education: A review of articles published in School-University Partnerships. School- University Partnerships Journal, 7(1), 17-34.

Yendol-Hoppey, D., & Hoppey, D., Morewood, A., Hayes, S., & Graham, M. (2013). Micropolitical and identity challenges influencing new faculty participation in teacher education reform: When will we learn? Teachers College Record, 115(7), 1-31.

Yendol-Hoppey, D., & Hoppey, D. (Spring, 2013). Generating PDS possibility and practicality thinking using a case and protocol tool to enhance PDS development. School-University Partnerships, 6(1), 59-75. 

Tricarico, K. & Yendol-Hoppey, D. (2012). Teacher learning and self-regulation: An exploratory study of alternatively prepared teachers’ ability to plan for differentiated instruction in an urban elementary school setting. Teacher Education Quarterly. 39(1), 139-158.

Jacobs, J., & Yendol-Hoppey, D. (Spring 2010). Supervisor transformation within a professional learning community, Teacher Education Quarterly, 37(2), 97-114.

Koro-Ljungberg, M., Yendol-Hoppey, D., Hayes, S., & Smith, J. (2009). Epistemological awareness, instantiation of methods, and methodological ambiguity in qualitative research projects. Educational Researcher, 38 (9), 687-699.

Yendol-Hoppey, D., Jacobs, J. & Dana, N.F. (2009). Critical concepts of mentoring in an urban context. The New Educator, 5, 25-44.

Yendol-Hoppey, D., Gregory, A., Jacobs, J, & League, M. (2009). Inquiry as a tool for PDS school improvement: Four illustrations. Action in Teacher Education, 30(3) 23-38.

Dana, N. F. & Yendol-Hoppey, D. (2009). Commingling action research and PLCs: An illustration of key components. In Craig, C. J. & Deretchin, L.F, Teacher learning in small-group settings: Teacher education yearbook XVII (pp. 54-65).

Yendol-Hoppey, D., Dana, N.F. & Delane, D. (2008). Inquiry-oriented mentoring in the professional development school: The case of Claudia. Professional Development Schools Research Book Series, Volume III.

Dana, N. F. & Yendol-Hoppey, D. (2008). Resisting crash diet staff development. Kappa Delta Pi Record, 44(2), 66-71.

Yendol-Hoppey, D. (2007). Mentor teachers’ work with prospective teachers in a newly formed professional development school: Two illustrations. Teachers College Record, 109(3), 669- 698.

Yendol-Hoppey, D., Dawson, K., Dana, N.F., League, M., Jacobs, J., Malik. D. (2006) Professional development communities: Vehicles for re-shaping field experiences to support school improvement, Florida Journal of Teacher Education, 1(4), 37-48.

Dana, N. F., Yendol-Hoppey, D., & Snow-Gerono, J. (2006). Deconstructing inquiry in the professional development school: Exploring the domains and contents of teachers’ questions. Action in Teacher Education, 27 (4), 59-71.

Yendol-Hoppey, D., & Dana, N. F. (2006). Understanding and theorizing exemplary mentoring through the use of metaphor: The case of Bridgett, a gardener. In Association of Teacher Educators 2006 Yearbook. Dubuque, IA: Kendal/Hunt Publishing Company.

Dana, N. F., & Yendol-Hoppey, D. (2005). Becoming an early childhood teacher leader and an advocate for social justice: A phenomenological interview study. Journal of Early Childhood Teacher Education, 26, 191-206.

 

Hoppey, D. T., Silva, D. Y., & Pullen, P.C. (2004). We became teachers together: Understanding collaborative teaching as innovation in unified teacher education. Action in Teacher Education, 26(1), 12-25.

Yendol-Silva, D., & Dana, N. F. (2004). Encountering new spaces: Teachers developing voice within a professional development school. Journal of Teacher Education, 55(2), 128-140.

Selected Books:

Yendol-Hoppey, D., Shanley, D. A., Delane, D. C., & Hoppey, D. (Eds.). (2017). Working together: Enhancing urban educator quality through school-university partnerships. Charlotte, NC: Information Age.

 

Dana, N. F., & Yendol-Hoppey, D. (2014). The reflective educator’s guide to classroom research: (3rdt Edition) Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press.

Yendol-Hoppey, D., & Dana, N. (2010). Powerful professional development: Building expertise within the four walls of your school. Thousand Oaks, CA: Corwin Press.

Dana, N. F., & Yendol-Hoppey, D. (2009). Facilitator¹s guide to the reflective educator¹s guide to classroom research (2nd Edition): Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press.

Dana, N. F., & Yendol-Hoppey, D. (2007). The reflective educator’s guide to professional development: Coaching inquiry-oriented professional learning communities. Thousand Oaks, CA: Corwin Press.

Yendol-Hoppey, D. & Dana, N. F. (2007). The reflective educator’s guide to mentoring: Learning and growing as a mentor teacher. Thousand Oaks, CA: Corwin Press.

 

Yendol-HoppeyContact Information

Building 57, Room 3617

(904) 620-2520

diane.yendol-hoppey@unf.edu