Hooper, D., & Murphey, T. (2023). Landscaping and sustaining well-becoming in learning partnerships: Concrete steps to “communities full of leaders.” In S. Egitim & Y. Umemiya (Eds.), Leaderful classroom pedagogy through a multidisciplinary lens: Merging theory with practice (pp. 255–270). Springer Nature.

Gill, A., & Hooper, D. (2023). Bridging teaching beliefs and visible behaviors: Data-led and dialogic reflection as an anchor for critical friendship In A. Verla Uchida & J. Roloff Rothman (Eds.), Teacher cultivating professional development through critical friendship and reflective practice: Cases from Japan (pp. 24–50). Candlin & Mynard. https://doi.org/10.46908/27/1

MacDonald, E., Hooper, D., & Murphey, T. (2023). Filling in the blanks: Syncing teacher and student perspectives within educational partnerships. In H. Reinders (Ed.), Language teacher leadership: Insights from research and practice (pp. 75–102). Palgrave Macmillan.

Bennett, P. A., & Hooper, D. (2023). Picking through our baggage: A duoethnography of Japanese L2 learning. Studies in Self-Access Learning Journal, 14(3), 363-379. (link to paper)

Hooper, D., & Garin, A. (2023). Taking on a life of its own: Relational mentoring for mutual professional growth. Relay Journal, 6(1). (link to paper)

Hooper, D. (2023). Mind the gap: Student-developed resources for mediating transitions into self-access learning. JASAL Journal, 4(1), 32–54. (link to paper)

Watkins, S., Marzin, E., & Hooper, D. (2023). Opening doors for all in self-access. JASAL Journal, 4(1), 1–4. (link to paper)

Lowe, R. J., Lawrence, L., Hooper, D., Turner, M. W., & Kasparek, N. (2023). Revisiting and extending duoethnographies: Reflections on research, development, and practice. Explorations in Teacher Development, 29(1), 56–66. (link to paper)

Hooper, D. (2023). Exploring and supporting self-access language learning communities of practice: Developmental spaces in the liminal [Unpublished doctoral thesis]. Nagoya University of Foreign Studies. (link to paper)

Watkins, S., & Hooper, D. (2023). From student to community leader: A guide for autonomy-supportive leadership development. Candlin & Mynard.

Hooper, D. (2023). Becoming the paths we tread: Negotiating identity through an ideological landscape of practice. In M. Mielick, R. Kubota, & L. Lawrence (Eds.), Discourses of identity: Language learning, teaching, and reclamation perspectives in Japan (pp. 39–58). Palgrave Macmillan.

Hooper, D., & Watkins, S. (2023). Collaborative reflection: Nurturing student leadership in self-access centres. Autonomy, 83, 8–11. (link to paper)

Hooper, D. (2021). Plotting a new course in language learner development: Directions from the literature on self-access learning center management in Japan. Hakuoh Journal of the Faculty of Education, 15(2), 211–230. (link to paper)

Hooper, D. (2020). Modes of identification within a language learner-led community of practice. Studies in Self-Access Learning Journal, 11(4), 301–327. (link to paper)

Taylor, C., Hooper, D., Kushida, B., Lyon, P., Sampson, S., Hayashi, H. M., Wolanski, B., & Thornton, K. (2020). Report on the JASAL Forum at JALT2020: Fostering Community in Self Access Environments. JASAL Journal, 1(2), 63–75. (link to paper)

Hooper, D. (2020). Knowing (them) is half the battle: Binding learning and life through linking and metaphor in language advising. Relay Journal, 3(2), 243–249. (link to paper)

Miyake-Warkentin, K., Hooper, D., & Murphey, T. (2020). Students’ action logging creates teacher efficacy. In P. Clements, A. Krause, & R. Gentry (Eds.), Teacher efficacy, learner agency. JALT. (link to paper)

Hooper, D. (2020). “Is it okay if I ignore grammar and just speak?”. Kaede’s story. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (Eds.), Dynamics of a social language learning community: Beliefs, membership and identity (pp. 65–71). Multilingual Matters.

Hooper, D. (2020). Understanding communities of practice in a social language learning space. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (Eds.), Dynamics of a social language learning community: Beliefs, membership and identity (pp. 108–124). Multilingual Matters.

Burke, M., & Hooper, D. (2020). The Japanese educational context. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (Eds.), Dynamics of a social language learning community: Beliefs, membership and identity (pp. 29–36). Multilingual Matters.

Mynard, J., Burke, M., Hooper, D., & Sampson, R. (2020). Understanding learner beliefs and other individual differences in a social learning space. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (Eds.), Dynamics of a social language learning community: Beliefs, membership and identity (pp. 125–149). Multilingual Matters.

Mynard, J., Hooper, D. & Lyon, P. (2020). Lessons learned from the research methods applied in this project. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (Eds.), Dynamics of a social language learning community: Beliefs, membership and identity (pp. 150–156). Multilingual Matters.

Mynard, J., Lyon, P., Taw, P., & Hooper, D. (2020). Summary of the findings. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (Eds.), Dynamics of a social language learning community: Beliefs, membership and identity (pp. 159–165). Multilingual Matters.

Mynard, J., Lyon, P., Taw, P., & Hooper, D. (2020). Implications and practical interventions. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (Eds.), Dynamics of a social language learning community: Beliefs, membership and identity (pp. 166–175). Multilingual Matters.

Mynard, J., Burke, M., Hooper, D., Kushida, B., Lyon, P., Sampson, R., & Taw, P. (2020). Dynamics of a social language learning community: Beliefs, membership and identity. Multilingual Matters.

Gill, A., & Hooper, D. (2020). Integrating conversational analysis and dialogic reflection within reflective practice. Iranian Journal of Language Teaching Research, 8(2), 1–23. (link to paper)

Hooper, D. (2020). Action logs as mediational means for teacher development. Language Teaching Research, 26(5), 1034–1046. https://doi.org/10.1177/1362168820918362

Lyon, P., & Hooper, D. (2020). Building bridges in multicultural workplaces through collaborative adventure activities. Kanda Gaigo Daigaku Kiyo, 32, 161–188. (link to paper)

Hooper, D. (2020). A pilot case study of a student learning community. Relay Journal, 3(1), 140–145. (link to paper)

Hooper, D., Oka, M., & Yamazawa, A. (2020). Not all eikaiwas (or instructors) are created equal: A trioethnography of ‘native speaker’ and ‘non-native speaker’ perspectives on English conversation schools in Japan. In R. J. Lowe & L. Lawrence (Eds.), Duoethnography in English language teaching: Research, reflection, and classroom application (pp. 29–49). Multilingual Matters.

Hooper, D. (2020). Just for the casuals? Leisure and learning in eikaiwa. In D. Hooper & N. Hashimoto (Eds.), Teacher narratives from the eikaiwa classroom: Moving beyond “McEnglish”. Candlin & Mynard ePublishing.

Hooper, D., & Hashimoto, N. (2020). Moving beyond “McEnglish”. In D. Hooper & N. Hashimoto (Eds.), Teacher narratives from the eikaiwa classroom: Moving beyond “McEnglish”. Candlin & Mynard ePublishing. 

Hooper, D., & Hashimoto, N. (2020). What can we learn from eikaiwa? Unveiling a complex and evolving entity. In D. Hooper & N. Hashimoto (Eds.), Teacher narratives from the eikaiwa classroom: Moving beyond “McEnglish” (pp. 170-181). Candlin & Mynard ePublishing.

Hooper, D., & Hashimoto, N. (Eds.) (2020). Teacher narratives from the eikaiwa classroom: Moving beyond “McEnglish”. Candlin & Mynard ePublishing.

Hooper, D., & Murphey, T. (2020). Mixed classes: Students teaching students. The Language Teacher: MyShare, 44(1), 29–30. (link to paper)

Hooper, D., Mynard, J., Sampson, R., & Taw, P. (2019). Shifting identities in a social learning space. The Learner Development Journal, 3(1) 26–43. (link to paper)

Hooper, D., & Iijima, A. (2019). Examining the “invisible wall” of native-speakerism in Japanese ELT: A duoethnography of teacher experience. Asian Journal of English Language Teaching, 28, 1–27.

Hooper, D. (2019). From ‘McEnglish’ to the ‘holy grail’: Transitions between eikaiwa and university teaching. TESL-EJ, 23(1), http://www.tesl-ej.org/wordpress/issues/volume23/ej89/ej89a8/. (link to paper)

Hooper, D. (2019). A case study of learner identity and motivation in a social learning space. Relay Journal, 2(1), 118–121. (link to paper)

Hooper, D. (2019). Serious leisure: A diary study of self-directed learning and motivation in eikaiwa. The Learner Development Journal, 2, 20–40. (link to paper)

Hooper, D. (2018). Dictionaries as a blessing or a curse for vocabulary acquisition: Addressing classroom questions with SLA research. Literacies and Language Education: Research & Practice, 1, 2–9. (link to paper)

Hooper, D. (2018). Too close for comfort: Eikaiwa and stigma in Japanese ELT. Speakeasy Journal, 30, 32–38. (link to paper)

Hooper, D. (2018). Testing the waters: Gauging the viability of self-directed language learning in an eikaiwa school. Relay Journal, 1(2), 330–338. (link to paper)

Hooper, D. (2018). Subversion with a smile. Explorations in Teacher Development, 25(1), 16–18. (link to paper)

Hale, C. C., Hooper, D., & Nanni, A. (2018). Conversation analysis in language teacher education: An approach for reflection through action research. Hacettepe University Journal of Education, 33 (Special Issue), 54–71. (link to paper)

Burke, M., Hooper, D., Kushida, B., Lyon, P., Mynard, J., Sampson, R., & Taw, P. (2018). Observing a Social Learning Space: A Summary of an Ethnographic Project in Progress. Relay Journal, 1 (1), 209–220. https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan18/burke_et_al/ (link to paper)

Hooper, D., & Reed, J. (2018). Student perceptions of mobile learning of high frequency vocabulary using the “Memrise” app. Kanda Gaigo Daigaku Kiyo, 30, 351–367. (link to paper)

Hooper, D. (2017). Storm in a booth: Learner autonomy in Japanese and eikaiwa. Learning Learning, 24(1), 12–14. (link to paper)

Hooper, D. & Snyder, W. (2017). Becoming a “real” teacher: A case study of professional development in eikaiwa. The European Journal of Applied Linguistics and TEFL, 6(2), 183–202.

Hooper, D. (2016). Beyond a transaction: Independent vocabulary study approaches for English conversation school students in Japan. Accents Asia, 9(1), 8–29. (link to paper)

Hooper, D. (2016). Success Closer to Home: Utilizing near peer role models to empower English conversation school students. Speakeasy Journal, 28, 12–19. (link to paper)

Hooper, D. (2016). Classroom-based Approaches to Learner Autonomy in a Japanese English Conversation School. Humanising Language Teaching, 18(4). (link to paper)

Hooper, D. (2016). An Argument for Stepping Back: A Comparative Analysis of L2 Interaction in Student-Student and Teacher-Student Dyads. Accents Asia, 8, (2), 113–134. (link to paper)

Hooper, D. (2016). Academia, angst, and identity: Reflections on eikaiwa and teacher training. Explorations in Teacher Education, 23(1), 17–20. (link to paper)