Phone: 904-620-5326 Address: University of North Florida, College of Education and Human Services, Department of Exceptional, Deaf, and Interpreter Education, 1 UNF Drive. Bldg 57, Room 3525, Jacksonville, FL 32224
Abstract - This narrative illustrates a school-university partnership's attempt to prepare inclu... more Abstract - This narrative illustrates a school-university partnership's attempt to prepare inclusive educators for working in inclusive classrooms. This partnership, located in a rural school located in the southeastern United States, consisted of collaboration between a variety of stakeholders, including school-and university-based educators and district partners committed to preparing a context for pre-service teacher and in-service teacher learning. The narrative shares how the partnership's initiatives assisted in developing pre-service teachers as inclusive educators, enhanced in-service teachers' capacity to teach in inclusive classrooms, created pre-service teacher interest in working in rural schools, and improved student outcomes. If you are enjoying reading this article, please consider subscribing to RSEQ or joining ACRES at http://acres-sped.org.
This paper showcases how one teacher preparation program embedded action research within the Resp... more This paper showcases how one teacher preparation program embedded action research within the Response to Intervention (RtI) model. This integration helped preservice teachers gain a deeper knowledge of RtI key concepts and pedagogical decision making for meeting diverse students' needs. Examples from a course assignment are provided to demonstrate how an action research framework helped cultivate the professional knowledge and skills needed to understand and successfully implement the RtI decision-making process. A brief discussion and implications for teacher preparation programs are also shared.
For the past 2 years, Mrs. Perez, a third-grade teacher, and Mr. Williams, a special education te... more For the past 2 years, Mrs. Perez, a third-grade teacher, and Mr. Williams, a special education teacher, have co-taught a diverse class of 22 students, including 10 students with disabilities. Although they enjoy their collaborative relationship, Mrs. Perez, an 11-year veteran, would prefer to spend her day teaching reading and early writing instruction; similarly, Mr. William's love for reading and his desire to support students who struggle with reading and writing skill development motivated him to become a special education teacher. Although neither dislikes mathematics, it does not come as naturally to them. Mrs. Perez also feels a great deal of anxiety from the pressure of state assessments in a content area that had been a struggle for her as a learner. It is not surprising that for guidance they both cling to the district-adopted mathematics textbook and its supporting resources. The "toolbox" of resources Mr. Williams has collected and developed over the years for teaching reading, combined with Mrs. Perez's own reading strategies treasure trove, could serve as an accredited series independent of district resources. However, in mathematics, their concern about the content limits them to the core textbook and two resources suggested for struggling learners. Having nearly completed a second year together, they are increasingly concerned about what they are not doing, what the textbook does not provide, and their need for additional supports and solutions to help them truly meet the needs of their 22 students, especially those with disabilities.
An important feature of professional development school (PDS) work is encouraging collaborative r... more An important feature of professional development school (PDS) work is encouraging collaborative reflective dialogue that guides a partnership toward actualizing the possibilities for and mission of a PDS. This article provides a case illustration of a fictitious, exemplary PDS and a protocol that in combination can be used by PDSs interested in generating possibilities for their partnership development. As PDSs enter their second and third decades of existence, sustainability and accountability for authentic and deep partnership activities becomes increasingly complex to initiate and sustain. Given the importance of understanding the key features of PDS work, PDS educators benefit by using tools that help partnerships continually build important structures and roles as well as the ''signature pedagogy'' that often sets PDSs apart from traditional clinical placements and reflects the full mission of PDS work. This paper provides a pair of tools designed to generate discussion about PDS structures, roles, and ''signature pedagogy'' for PDSs interested in revitalizing or strengthening their partnership work. NAPDS Essential(s) Addressed: #1/A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; #2/A school–university culture committed to the preparation of future educators that embraces their active engagement in the school community; #3/Ongoing and reciprocal professional development for all participants guided by need; #4/A shared commitment to innovative and reflective practice by all participants; #6/An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved; #7/A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; #8/Work by college/ university faculty and P–12 faculty in formal roles across institutional settings.
With the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and N... more With the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and No Child Left Behind legislation (2001), teacher education programs are recognizing the importance of helping general and special education prospective teachers gain the skills necessary to share the responsibility for educating students with disabilities. One approach for developing shared responsibility within teacher education programs is the development of cooperative teaching placements that nurture the skills necessary for collaboration. This study explores how co-teaching within a pre-internship cultivates prospective teacher collaboration and enhances teacher learning. The findings of this study are revealed through three metaphorical themes: "Teachers playing together: Collegiality, Job Satisfaction, and Shared Responsibility," "The Gift of the Gab: A Cycle of Teacher Talk, " and, "Cruising Together: Navigating the Politics of Schools. " These themes suggest that co-teachingfield placements show promise for prospective teacher development, preparing teachers to work in collaborative school cultures, and shifting the gaze toward partnering to meet the needs of diverse students.
Since the passage of special education legislation (ie, PL 94-142 [US Department of Education, 19... more Since the passage of special education legislation (ie, PL 94-142 [US Department of Education, 1975], Individuals with Disabilities Education Act [US Department of Education, 2004]), many parents have advocated for their children with disabilities to spend more time in learning environments that least restrict their child's access to general education and to peers without disabilities.
Abstract - This narrative illustrates a school-university partnership's attempt to prepare inclu... more Abstract - This narrative illustrates a school-university partnership's attempt to prepare inclusive educators for working in inclusive classrooms. This partnership, located in a rural school located in the southeastern United States, consisted of collaboration between a variety of stakeholders, including school-and university-based educators and district partners committed to preparing a context for pre-service teacher and in-service teacher learning. The narrative shares how the partnership's initiatives assisted in developing pre-service teachers as inclusive educators, enhanced in-service teachers' capacity to teach in inclusive classrooms, created pre-service teacher interest in working in rural schools, and improved student outcomes. If you are enjoying reading this article, please consider subscribing to RSEQ or joining ACRES at http://acres-sped.org.
This paper showcases how one teacher preparation program embedded action research within the Resp... more This paper showcases how one teacher preparation program embedded action research within the Response to Intervention (RtI) model. This integration helped preservice teachers gain a deeper knowledge of RtI key concepts and pedagogical decision making for meeting diverse students' needs. Examples from a course assignment are provided to demonstrate how an action research framework helped cultivate the professional knowledge and skills needed to understand and successfully implement the RtI decision-making process. A brief discussion and implications for teacher preparation programs are also shared.
For the past 2 years, Mrs. Perez, a third-grade teacher, and Mr. Williams, a special education te... more For the past 2 years, Mrs. Perez, a third-grade teacher, and Mr. Williams, a special education teacher, have co-taught a diverse class of 22 students, including 10 students with disabilities. Although they enjoy their collaborative relationship, Mrs. Perez, an 11-year veteran, would prefer to spend her day teaching reading and early writing instruction; similarly, Mr. William's love for reading and his desire to support students who struggle with reading and writing skill development motivated him to become a special education teacher. Although neither dislikes mathematics, it does not come as naturally to them. Mrs. Perez also feels a great deal of anxiety from the pressure of state assessments in a content area that had been a struggle for her as a learner. It is not surprising that for guidance they both cling to the district-adopted mathematics textbook and its supporting resources. The "toolbox" of resources Mr. Williams has collected and developed over the years for teaching reading, combined with Mrs. Perez's own reading strategies treasure trove, could serve as an accredited series independent of district resources. However, in mathematics, their concern about the content limits them to the core textbook and two resources suggested for struggling learners. Having nearly completed a second year together, they are increasingly concerned about what they are not doing, what the textbook does not provide, and their need for additional supports and solutions to help them truly meet the needs of their 22 students, especially those with disabilities.
An important feature of professional development school (PDS) work is encouraging collaborative r... more An important feature of professional development school (PDS) work is encouraging collaborative reflective dialogue that guides a partnership toward actualizing the possibilities for and mission of a PDS. This article provides a case illustration of a fictitious, exemplary PDS and a protocol that in combination can be used by PDSs interested in generating possibilities for their partnership development. As PDSs enter their second and third decades of existence, sustainability and accountability for authentic and deep partnership activities becomes increasingly complex to initiate and sustain. Given the importance of understanding the key features of PDS work, PDS educators benefit by using tools that help partnerships continually build important structures and roles as well as the ''signature pedagogy'' that often sets PDSs apart from traditional clinical placements and reflects the full mission of PDS work. This paper provides a pair of tools designed to generate discussion about PDS structures, roles, and ''signature pedagogy'' for PDSs interested in revitalizing or strengthening their partnership work. NAPDS Essential(s) Addressed: #1/A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; #2/A school–university culture committed to the preparation of future educators that embraces their active engagement in the school community; #3/Ongoing and reciprocal professional development for all participants guided by need; #4/A shared commitment to innovative and reflective practice by all participants; #6/An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved; #7/A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; #8/Work by college/ university faculty and P–12 faculty in formal roles across institutional settings.
With the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and N... more With the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and No Child Left Behind legislation (2001), teacher education programs are recognizing the importance of helping general and special education prospective teachers gain the skills necessary to share the responsibility for educating students with disabilities. One approach for developing shared responsibility within teacher education programs is the development of cooperative teaching placements that nurture the skills necessary for collaboration. This study explores how co-teaching within a pre-internship cultivates prospective teacher collaboration and enhances teacher learning. The findings of this study are revealed through three metaphorical themes: "Teachers playing together: Collegiality, Job Satisfaction, and Shared Responsibility," "The Gift of the Gab: A Cycle of Teacher Talk, " and, "Cruising Together: Navigating the Politics of Schools. " These themes suggest that co-teachingfield placements show promise for prospective teacher development, preparing teachers to work in collaborative school cultures, and shifting the gaze toward partnering to meet the needs of diverse students.
Since the passage of special education legislation (ie, PL 94-142 [US Department of Education, 19... more Since the passage of special education legislation (ie, PL 94-142 [US Department of Education, 1975], Individuals with Disabilities Education Act [US Department of Education, 2004]), many parents have advocated for their children with disabilities to spend more time in learning environments that least restrict their child's access to general education and to peers without disabilities.
Uploads
Papers by David Hoppey