Areas of Expertise
Effective Inclusive Practices (including Co-teaching and Differentiated Instruction)
Clinically Rich Models of Teacher Education
Special Education Policy
Leadership for School Reform
Teacher Inquiry/Action Research
Doctorate of Philosophy, Department of Special Education, University of Florida 2006
Master's of Arts in Exceptional Student Educatio, Stetson University, Specialization: Learning Disabilities, 1994
Bachelor of Arts, State University of New York at Albany, Major: Communications; 1986
David Hoppey is an Associate Professor of Education in the Department of Exceptional, Deaf, and Interpreter Education at the University of North Florida. Previously he served as a faculty member at the University of South Florida and West Virginia University. In addition Dr. Hoppey worked as an inclusion specialist and Supervisor of Curriculum and Staff Development for Alachua County Public Schools in Gainesville, FL. He began his career as a middle school special educator in Orange County Public School in Orlando FL.
Dr. Hoppey has taught courses to both special education and elementary education majors on best inclusive practices to meet the needs of at risk learners. He also has worked extensively on the redesign of the undergraduate and doctoral programs to include more clinically rich teacher preparation components. His efforts resulted in receiving the University of South Florida Outstanding Undergraduate Teacher Award in 2013.
Dr. Hoppey’s scholarship examines inclusive teacher education, response to intervention, special education policy, and school university partnerships, including providing quality clinically rich teacher education, for both pre-service and in-service teacher professional development. Dr. Hoppey’s research has been published in The Journal of Special Education, Exceptional Children, Teachers College Record, Learning Disabilities Research and Practice, and Teacher Education and Special Education as well as in book and handbook chapters. Dr. Hoppey is active in several local, state and national organizations including the Council for Exceptional Children (CEC), The Teacher Education Division of CEC (TED-CEC), National Association of Professional Development Schools (NAPDS), and the American Education Research Association (AERA).
Lastly, Dr. Hoppey enjoys spending time with his wife, three children and two grandchildren as well as traveling, officiating high school football, and playing golf.
2013 University of South Florida, Outstanding Undergraduate Teaching Award
2006 University of Florida, College of Education, Outstanding Graduate Research Award Recipient
2005 University of Florida, College of Education, Scholarship of Engagement Graduate Student Award Recipient
2003 AERA Division K, Graduate Student Seminar Participant
2001 University of Florida, Presidential Scholar Award
American Education Research Association (AERA)
Council for Exceptional Children (CEC)
Teacher Education Division (TED), Council for Exceptional Children
Council of Administrators of Special Education Division (CASE), Council for Exceptional Children
Division for Research (CEC-DR), Council for Exceptional Children
Division for Learning Disabilities (DLD), Council for Exceptional Children
National Association of Professional Development Schools (NAPDS)
International Study Association of Teachers and Teaching (ISATT)
Publications & Presentations
Hoppey, D. (2016). Developing educators for inclusive classrooms through a rural school-university partnership. Rural Special Education Quarterly, 35(1), 13-22.
Hoppey, D., & McLeskey, J. (2013). A case study of principal leadership in an effective, inclusive school. The Journal of Special Education, 46(4), 245-256.
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.
Hoppey, D. (2013). Linking Action Research to Response to Intervention (RtI): The Strategy Implementation Project. Networks, 15(1). http://journals.library.wisc.edu/index.php/networks/issue/view/52
Yendol-Hoppey. D., & Hoppey, D. (2013). Case discussions: A tool for generating PDS innovation, sustainability, and accountability to the NCATE PDS Standards. School/University Partnerships, 6(1), 59-75.
Allsopp, D., Framer, J., Hoppey, D., & *Kamp, B.L. (2013). Adapting mathematics core curricula to meet the needs of students with disabilities. Teaching Exceptional Children +, 45(4), http://tecplus.org/articles/article/11.
McLeskey, J., Landers, E., Williamson, P., & Hoppey, D. (2012). The Least Restrictive Environment mandate of IDEA: Are we moving toward educating students with disabilities in less restrictive settings? The Journal of Special Education, 46(3), 131-140.
Allsopp, D. & Hoppey, D. (2011) Implementing mathematics RTI at the secondary level: Critical Questions school leaders should consider. Principal Leadership, 12(3), 38-43.
McLeskey, J., Landers, E., Hoppey, D., & Williamson, P. (2011). Learning disabilities and the LRE mandate: An examination of national and state trends. Learning Disabilities Research and Practice, 26(2), 60–66.
Jacobs, J., Gregory, A., Hoppey, D., & Yendol-Hoppey, D. (2009). Data literacy: Understanding teachers’ data use in a context of accountability and response to intervention. Action in Teacher Education, 31(3), 41-55.
Ryndak, D., *Storch, J., & Hoppey, D. (2008). One family’s perspective of their experiences with school and district personnel over time related to inclusive educational services for a family member with significant disabilities. International Journal of Whole Schooling, 4(2), 29-51.
Bondy, E., Ross, D., Adams, A., Nowak, R., Hoppey, D., Kuhel, K., McCallum, C., & Stafford, L. (2007). Personal epistemologies and learning to teach. Teacher Education and Special Education, 30(2), 11-26.
Williamson, P., McLeskey, J., Hoppey, D., & Rentz, T. (2006). Educating students with mental retardation in general education classrooms: An analysis of national and state trends. Exceptional Children, 72(3), 347-361.
Ross, D.D., Hoppey, D., Halsall, S., McCallum, C., Hayes, S., & Hudson, R. (2005). Cohort use in teacher education: Benefits, barriers, and proposed solutions. Teacher Education and Practice, 18(3), 265-281.
Hoppey, D., Yendol-Silva, D., & Pullen, P.C. (2004). We became teachers together: Understanding collaborative teaching as innovation in teacher education. Action in Teacher Education, 26(1), 12-26.
McLeskey, J., Hoppey, D., Williamson, P., & Rentz, T. (2004). Is inclusion an illusion? An examination of national and state trends toward the education of students with learning disabilities in general education classrooms. Learning Disabilities Research and Practice, 19(2), 109-115.
Hoppey, D., Allsopp, D., & Hahn, S. (in press). The Pepin Academy summer institute: Preparing pre-service teachers within an urban charter school to work with students with disabilities. In D. Y. Hoppey (Ed.) Working Together: Enhancing Urban Educator Quality though Partnerships. Information Age Publishing.
Allsopp, D., Farmer, J., and Hoppey, D. (2016). Preservice teacher education and response to intervention within multi-tiered systems of support: What can we learn from research and practice? In S. R. Jimerson, M. K. Burns, A. M. Van DerHeyden (Eds.) The Handbook of Response to Intervention: The Science and Practice of Multi Tiered Systems of Support (2nd Edition). Springer Science Inc. New York.
Hoppey, D., & McLeskey, J. (2014). What are qualities of effective inclusive schools? In J. McLeskey, N.L. Waldron, F. Spooner, and B. Algozzine (Eds.) Handbook of Research and Practice for Effective Inclusive Schools. (Chapter 2). Routledge Publishers, New York.
Hoppey, D., Morewood, A., & Bolyard, J. (2010). Response to intervention: A framework for action. In R. Pelton (Ed.) Research in Best Practices in Action Research For Teacher Candidates. (Chapter 8). Rowman and Littlefield; Lanham, MD.
Yendol-Hoppey, D., Hoppey, D., & Price, T. (2010). Sustaining partnerships. In S. B. Wepner and D. Hopkins, (Eds.) Collaborative Leadership in Action: Partnering for Success in Schools. (Chapter 4). Teacher’s College Press: New York.
Brownell, M., McLeskey, J., Ashton, P., Hoppey, D. & Nowak, R. (2005). Teaming across departments: Tensions that emerge and faculty strategies for responding in a collaborative teacher education program. In E. Bondy, D. Ross, & R. Webb (Eds.) Preparing for Inclusive Education: Meeting the Challenges of Teacher Education Reform (Chapter 8). SUNY Press: Albany, NY.