Therese N Hopfenbeck
Datos Biográficos
| ID | 6155155 |
|---|---|
| NOMBRE | Therese N Hopfenbeck |
| NOMBRES | Therese N |
| APELLIDO | Hopfenbeck |
| FIRMA | HOPFENBECK T N |
| AFILIACIONES | The University of Melbourne |
| ORCID | 0000-0002-1402-7031 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 7 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Professor Paul Black, OBE, CPhys, HonFInstP, emeritus Professor of science Education at King’s College London
More inspiration and attention
Generative AI in initial teacher education
As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (…
Challenges and opportunities for classroom-based formative assessment and AI
The integration of artificial intelligence (AI) into educational contexts may give rise to both positive and negative ramifications for teachers’ uses of formative assessment within their classrooms. Drawing on our diverse experiences as academics, researchers, psychometricians, teachers, and teacher educators specializing in formative assessment, we examine the pedagogical practices in which teachers provide feedback, facilitate peer- and self-a…
An evaluation of the IB career-related programme implementation in Kent, UK
This study evaluates the implementation of the International Baccalaureate (IB) Career-Programme (CP) in secondary schools in Kent, United Kingdom. Launched by the IB and Kent County Council in 2012, the initiative offered students from disadvantaged areas the opportunity to participate in a programme to prepare them for future careers and/or higher education. A mixed method design was adopted to investigate the CP’s impact on student outcomes an…
Nurturing curiosity and creativity in primary school classrooms
Creativity and curiosity are recognised as vital skills to prepare students to engage with the significant challenges and opportunities of the future. To address the research question “What practices do teachers enact with the aim of encouraging creativity and curiosity in primary classrooms?”, 21 teachers were interviewed about their teaching practices; this data was triangulated with self-captured classroom videos from 19 classrooms in nine cou…
The Impact of Peer Assessment on Academic Performance
Peer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here, we present a meta-analysis (54 studies, k = 141) of experimental and quasi-experimental …
To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design
Feedback is important for student learning; however, research shows that students can have a number of difficulties when attempting to learn from feedback. Based on an in-depth analysis of undergraduate students’ self-reported reflection logs, we present findings about students’ experiences with oral and written feedback and how they act upon this feedback when a portfolio is the main assessment and learning tool. Our findings indicate that, with…
The importance of early phonics improvements for predicting later reading comprehension
The role of phonics instruction in early reading development has been the subject of significant conjecture. Recently, England implemented a phonics screening check to assess the phonetic decoding of 6‐year‐old students, to ensure that all students master this foundational literacy skill and attain adequate phonemic awareness in the early years of primary schooling. Students who fail this check are obliged to retake the assessment the following y…
Lessons Learned from Pisa
Predictability in high-stakes examinations
Key debates within educational assessment continuously encourage us to reflect on the design, delivery and implementation of examination systems as well as their relevance to students. In more recent times, such reflections have also required a rethinking of who is authoritative about assessment issues and whose views we seek in order to better understand these perennial assessment dilemmas. This paper considers one such dilemma, predictability i…
The importance of early phonics improvements for predicting later reading comprehension
The role of phonics instruction in early reading development has been the subject of significant conjecture. Recently, England implemented a phonics screening check to assess the phonetic decoding of 6‐year‐old students, to ensure that all students master this foundational literacy skill and attain adequate phonemic awareness in the early years of primary schooling. Students who fail this check are obliged to retake the assessment the following y…
Nurturing curiosity and creativity in primary school classrooms
Creativity and curiosity are recognised as vital skills to prepare students to engage with the significant challenges and opportunities of the future. To address the research question “What practices do teachers enact with the aim of encouraging creativity and curiosity in primary classrooms?”, 21 teachers were interviewed about their teaching practices; this data was triangulated with self-captured classroom videos from 19 classrooms in nine cou…
Generative AI in initial teacher education
As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (…
Predictability in high-stakes examinations
Key debates within educational assessment continuously encourage us to reflect on the design, delivery and implementation of examination systems as well as their relevance to students. In more recent times, such reflections have also required a rethinking of who is authoritative about assessment issues and whose views we seek in order to better understand these perennial assessment dilemmas. This paper considers one such dilemma, predictability i…
Lessons Learned from Pisa
To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design
Feedback is important for student learning; however, research shows that students can have a number of difficulties when attempting to learn from feedback. Based on an in-depth analysis of undergraduate students’ self-reported reflection logs, we present findings about students’ experiences with oral and written feedback and how they act upon this feedback when a portfolio is the main assessment and learning tool. Our findings indicate that, with…
The importance of early phonics improvements for predicting later reading comprehension
The role of phonics instruction in early reading development has been the subject of significant conjecture. Recently, England implemented a phonics screening check to assess the phonetic decoding of 6‐year‐old students, to ensure that all students master this foundational literacy skill and attain adequate phonemic awareness in the early years of primary schooling. Students who fail this check are obliged to retake the assessment the following y…
The Impact of Peer Assessment on Academic Performance
Peer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here, we present a meta-analysis (54 studies, k = 141) of experimental and quasi-experimental …
Challenges and opportunities for classroom-based formative assessment and AI
The integration of artificial intelligence (AI) into educational contexts may give rise to both positive and negative ramifications for teachers’ uses of formative assessment within their classrooms. Drawing on our diverse experiences as academics, researchers, psychometricians, teachers, and teacher educators specializing in formative assessment, we examine the pedagogical practices in which teachers provide feedback, facilitate peer- and self-a…
An evaluation of the IB career-related programme implementation in Kent, UK
This study evaluates the implementation of the International Baccalaureate (IB) Career-Programme (CP) in secondary schools in Kent, United Kingdom. Launched by the IB and Kent County Council in 2012, the initiative offered students from disadvantaged areas the opportunity to participate in a programme to prepare them for future careers and/or higher education. A mixed method design was adopted to investigate the CP’s impact on student outcomes an…
Nurturing curiosity and creativity in primary school classrooms
Creativity and curiosity are recognised as vital skills to prepare students to engage with the significant challenges and opportunities of the future. To address the research question “What practices do teachers enact with the aim of encouraging creativity and curiosity in primary classrooms?”, 21 teachers were interviewed about their teaching practices; this data was triangulated with self-captured classroom videos from 19 classrooms in nine cou…
Professor Paul Black, OBE, CPhys, HonFInstP, emeritus Professor of science Education at King’s College London
More inspiration and attention
Generative AI in initial teacher education
As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (…
Pedagogy (5 obras) · Psychology (5 obras) · Computer Science (4 obras) · Mathematics education (4 obras) · Engineering (3 obras) · Student Assessment and Feedback (3 obras) · Educational Assessment and Improvement (2 obras) · Engineering ethics (2 obras) · Literacy (2 obras) · Medical education (2 obras)