Tim Hopper

Position
Contact
Credentials
BA (Exeter), MA, PHD (Alta)
Area of expertise
School integrated teaching education; teacher games for understanding and electronic portfolios; action research and qualitative research genres; social constructivism and complexity theories
Description
Dr. Hopper is an associate professor in the Faculty of Education, University of Victoria, 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: https://orcid.org/0000-0002-1347-5422
Digital Portfolio: https://folioz.ca/user/timhopper
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. https://www.youtube.com/@DrTimTennis/about
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). https://doi.org/10.4324/9781003347972-14
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. https://doi.org/10.52383/itfcoaching.v32i91.405
Culver, A., & Hopper, T. F. (2023). Inclusive classrooms: A confessional tale on a Métissage. In Education, 28(2), 21–39. https://doi.org/10.37119/OJS2023.V28I2A.700
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. https://doi.org/10.1080/08924562.2022.2120745
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. https://doi.org/10.1080/08924562.2022.2120748
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. https://doi.org/10.46743/2160-3715/2021.4639
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. https://doi.org/10.1007/978-981-13-2262-4_97-1
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. https://doi.org/10.11575/ajer.v66i3.56973
Sanford, K., & Hopper, T. (2019). Educational Transformation: The BC Story. Houlihan Publishers eBook. https://dspace.library.uvic.ca/handle/1828/12281