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Description

Dr. Hopper is an associate professor in the Faculty of Education, ·¬ÇÑÉçÇø, BC. He received his PhD from the University of Alberta. His scholarly work focuses on teacher education, physical education, and applications of complexity theory in teaching and learning. Dr. Hopper has taught at all levels of the school curriculum both in Canada and the UK. He is currently involved with the US Tennis Association to develop and teach graduate level professional tennis management program focusing on the application of a play-practice-play approach. His research focuses on the use of digital portfolios in local schools, promoting assessment-for learning processes here and in Gulu in Uganda. He currently has two SSHRC funded research projects.

ORID number: 

Digital Portfolio: 

Research interests

• School integrated teaching education
• Teacher games for understanding (TGfU)
• Digital portfolios and assessment for learning
• Qualitative research methods and genres
• Complexity thinking and education

Selected publications

Hopper, T. (2024). Dr Tim Tennis—YouTube. In YouTube. 

Sanford, K., Hong, F., Hopper, T. F., & Hinkel, T. (2024). Pedagogically hacking the system: Developing a competency-based digital portfolio. In L. Hill & P. Seitz (Eds.), Assessment of on-line learners: Foundations and applications for teacher education (pp. 187–205). 

Hopper, T., & Rhoades, J. (2023). Biomechanical insights on tennis Canada’s skill fundamental phases: Ecological dynamics, force generation and reading gameplay. International Tennis Federation Coaching and Sport Science Review, 32(91), 18–25. 

Culver, A., & Hopper, T. F. (2023). Inclusive classrooms: A confessional tale on a Métissage. In Education, 28(2), 21–39. 

Hopper, T., & Rhoades, J. (2022a). Part 1—USTA and Tennis Canada learning to play tennis initiatives: Applying ecological dynamics, enactivism and participatory sense-making. Strategies, 35(6), 3–9. 

Hopper, T., & Rhoades, J. (2022b). Part 2—Enactivism and learning to play tennis: Modification-by-adaptation enabling action spaces and nonconscious behavioral mimicry. Strategies, 35(6), 10–19. 

Hopper, T., Fu, H., Sanford, K., & Hinkel, T. (2021). YouTube for Transcribing and Google Drive for Collaborative Coding: Cost-Effective Tools for Collecting and Analyzing Interview Data. The Qualitative Report, 26(3), 861–873. 

van der Mars, H., Hopper, T., Inglis, G., Jáuregui Ulloa, E., López.Taylor, J. R., & González-Villalobos, M. F. (2021). Sport and its education in the USA, Canada and Mexico: Commonalities and differences. In K. Petry & J. de Jong (Eds.), Education in Sport and physical activity: Future directions and global perspectives. Routledge. 

Rhoades, J., & Hopper, T. (2020). Interpersonal Movement Coordination. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation (pp. 1–5). Springer Singapore. 

Sanford, K., Robertson, K., Hopper, T., Collyer, V., & Lancaster, L. (2020). Link2Practice: A model of ongoing teacher and teacher candidate professional learning. Alberta Journal of Educational Research, 66(3), 325–346. 

Sanford, K., & Hopper, T. (2019). Educational Transformation: The BC Story. Houlihan Publishers eBook.