Riikka Hofmann
Biographic Data
| ID | 6155701 |
|---|---|
| NAME | Riikka Hofmann |
| GIVEN NAMES | Riikka |
| FAMILY NAME | Hofmann |
| SIGNATURE | HOFMANN R |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0001-8042-0272 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
The Four Paradoxes That Stop Practitioners from Using Research to Change Professional Practice and How to Overcome Them
This study addresses the puzzle that despite significant policy efforts, research-use in practice remains rare in education even when practitioners are keen. Healthcare has encountered similar problems, and we know little about the nature of the challenges that stop practitioners from developing new research-informed practices. The literature on cross-sector research utilisation, professional learning and practice change all highlight the role of…
A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps
Evidence-based practice is a salient solution that has been presented to address the persistent educational attainment gap linked to economic disadvantage. However, most schools do not engage with research, and we know little about facilitating school-led research use at scale. Linking different approaches to studying educational effectiveness, equity and change, and drawing on cultural-historical activity theory, this study develops intermediate…
‘This trainee makes me feel angry’
Discussing the 'failiure to fail' phenomenon, the authors call for a system‐wide culture shift to better articulate failures as learning opportunities in healthcare
Teacher professional dialogues during a school intervention
Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations. Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the study conceptualizes teachers’ collective assumptions as…
Professional learning, organisational change and clinical leadership development outcomes
Models and measures of learning outcomes for non-technical skills in simulation-based medical education
Simulations are increasingly used to enhance ‘non-technical’ skills (NTS) in medical education but little is known about the effectiveness of many simulations. The field lacks robust outcome measures and there is lack of clarity about educationally relevant conceptual and operational dimensions of NTS to support instrument development and testing. Our study addresses this dual gap through a multi-component design focusing on three key NTS: interp…
OER4Schools
Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teache…
Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics
While research suggests that interactive pedagogy drawing on students’ ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under‐researched normative aspect of such practice which shapes participants’ actions and expectations. Drawing on theories of social practic…
Dialogic literacy
A research-informed dialogic-teaching approach to early secondary school mathematics and science
The Effecting Principled Improvement in STEM Education [epiSTEMe] project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing pedagogical resources, the project designed and trialled a classroom intervention, with associated professional development, in a for…
Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality a…
Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics
While research suggests that interactive pedagogy drawing on students’ ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under‐researched normative aspect of such practice which shapes participants’ actions and expectations. Drawing on theories of social practic…
A research-informed dialogic-teaching approach to early secondary school mathematics and science
The Effecting Principled Improvement in STEM Education [epiSTEMe] project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing pedagogical resources, the project designed and trialled a classroom intervention, with associated professional development, in a for…
Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality a…
Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality a…
Dialogic literacy
A research-informed dialogic-teaching approach to early secondary school mathematics and science
The Effecting Principled Improvement in STEM Education [epiSTEMe] project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing pedagogical resources, the project designed and trialled a classroom intervention, with associated professional development, in a for…
Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics
While research suggests that interactive pedagogy drawing on students’ ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under‐researched normative aspect of such practice which shapes participants’ actions and expectations. Drawing on theories of social practic…
OER4Schools
Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teache…
Teacher professional dialogues during a school intervention
Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations. Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the study conceptualizes teachers’ collective assumptions as…
Professional learning, organisational change and clinical leadership development outcomes
Models and measures of learning outcomes for non-technical skills in simulation-based medical education
Simulations are increasingly used to enhance ‘non-technical’ skills (NTS) in medical education but little is known about the effectiveness of many simulations. The field lacks robust outcome measures and there is lack of clarity about educationally relevant conceptual and operational dimensions of NTS to support instrument development and testing. Our study addresses this dual gap through a multi-component design focusing on three key NTS: interp…
A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps
Evidence-based practice is a salient solution that has been presented to address the persistent educational attainment gap linked to economic disadvantage. However, most schools do not engage with research, and we know little about facilitating school-led research use at scale. Linking different approaches to studying educational effectiveness, equity and change, and drawing on cultural-historical activity theory, this study develops intermediate…
‘This trainee makes me feel angry’
Discussing the 'failiure to fail' phenomenon, the authors call for a system‐wide culture shift to better articulate failures as learning opportunities in healthcare
The Four Paradoxes That Stop Practitioners from Using Research to Change Professional Practice and How to Overcome Them
This study addresses the puzzle that despite significant policy efforts, research-use in practice remains rare in education even when practitioners are keen. Healthcare has encountered similar problems, and we know little about the nature of the challenges that stop practitioners from developing new research-informed practices. The literature on cross-sector research utilisation, professional learning and practice change all highlight the role of…
Psychology (11 works) · Pedagogy (9 works) · Medical education (6 works) · Medicine (6 works) · Sociology (6 works) · Computer Science (5 works) · Mathematics education (5 works) · Dialogic (4 works) · Political science (4 works) · Professional development (4 works)