Diane Yendol-Hoppey

Datos Biográficos

ID4467974
NOMBREDiane Yendol-Hoppey
NOMBRESDiane
APELLIDOYendol-Hoppey
FIRMAYENDOL-HOPPEY D
AFILIACIONESUniversity of North Florida, Jacksonville, Florida, USA
ORCID0000-0002-5409-4271
VERIFICADONo
TOTAL DE OBRAS7
TOTAL DE CITAS41
TOTAL COMO AUTOR7
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2009
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H2

  • Teachers becoming curriculum curators

    Caran Mullins, Diane Yendol-HoppeyARTICLETeachers and Teaching2026

  • A Conceptual Framework for Third Spaces that Disrupt Power Dynamics and Transform Clinically Based Teacher Education

    Open AccessMegan E Lynch, Diane Yendol-Hoppey et al.ARTICLETeachers College Record The Voice…2025

    Background or Context: A third space is characterized by the ongoing poststructural negotiation of being and the ongoing quest for liberation and revolutionary cultural change. Third spaces are possible when two people expressing difference from one another come together in a discursive, in-between space that rejects binarisms and essentialisms. Third spaces are in-between spaces that allow for restructurings—new identities, new innovative cultur…

  • Understanding Teacher Candidates’ Critical Curation of STEM+C Instruction Using Equity Pedagogy

    Charles Buddie Mullins, Caran Mullins et al.ARTICLEThe New Educator2025Referencias: 3

  • Teacher Residents

    Hope Elisabeth Wilson, Diane Yendol-Hoppey et al.ARTICLEThe New Educator2023Referencias: 5

    Created as a partnership between the local school district, schools, community agencies, and university, the teacher residency program studied in this paper provided secondary teachers a clinically intensive pathway to learning to teach in urban classrooms, using co-teaching as the signature pedagogy. A current challenge related to teacher residencies is that few data exist connecting co-teaching to successful 8–12 student learning. This study ex…

  • Understanding Teacher Candidates’ Engagement with Inquiry-Based Professional Development

    Audra K Parker, Audra Parker et al.ARTICLEThe New Educator2016Referencias: 8

    Teacher educators recognize that teacher candidates must have authentic, scaffolded opportunities to transform knowledge into practice. This study explores teacher candidates’ engagement with teacher inquiry as a method for supporting professional development. Findings suggest teacher candidates differ tremendously in their responses to the inquiry process, creating a continuum of proficiency. This study extends the literature by providing concre…

  • Critical Concepts of Mentoring in an Urban Context

    Diane Yendol-Hoppey, Diane Yendol‐Hoppey et al.ARTICLEThe New Educator2009Citada por: 2Referencias: 5

    Given the increasing challenges faced by high-poverty urban schools, mentoring has become the panacea for policy makers interested in a quick-fix solution to the teacher quality dilemma. As a result, mentoring programs have experienced exponential growth with little empirical attention during the last decade. This 16-month qualitative investigation within a large city in the northeastern United States, sought to better understand the work of ment…

  • (E)pistemological Awareness, Instantiation of Methods, and Uninformed Methodological Ambiguity in Qualitative Research Projects

    Open AccessM Koro, Mirka Koro-Ljungberg et al.ARTICLEEducational Researcher2009Citada por: 39Referencias: 34

    This article explores epistemological awareness and instantiation of methods, as well as uninformed ambiguity, in qualitative methodological decision making and research reporting. The authors argue that efforts should be made to make the research process, epistemologies, values, methodological decision points, and argumentative logic open, accessible, and visible for audiences. To these ends, they discuss two ways of conceptualizing the role of …