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Riikka Hofmann

Position/Status

University Senior Lecturer

By-Fellow at Hughes Hall

E-mail Address

rjph2@cam.ac.uk

Phone

(+44) 01223 767538

Qualifications

  • MA (University of Helsinki)
  • PhD (University of Cambridge, Gates Scholar)

Membership of Professional Bodies/Associations

  • Expert member of the Cross-Whitehall Trials Advice Panel (2014-) (see article)
  • Expert member of the Evaluation Advisory Panel of the What Works Centre for Children's Social Care (2019-)
  • European Association for Research on Learning and Instruction (EARLI)
  • British Educational Research Association (BERA)
  • International Society for Cultural and Activity Research (ISCAR)
  • Finnish Educational Research Association (FERA)

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Profile

Riikka Hofmann is a University Lecturer in Faculty of Education where she leads the Research Strand “Dialogue, Professional Change and Leadership” in the Faculty’s Cambridge Educational Dialogue Research Group (CEDiR). Her research focuses on leadership and professional change in educational and medical settings, studied from the perspective of sociocultural psychology. She also conducts research on classroom learning and dialogue, having been involved in research in the U.K., Finland and Mexico, as well as in Sub-Saharan Africa, India and Pakistan in the Faculty's REAL Centre. Her research utilises a mixed methods approach, drawing both on qualitative approaches, process analyses and evaluation designs. Riikka teaches on the Educational Leadership and School improvement Masters route as well as on a range of Masters research methods courses in the Faculty. She is the coordinator of the Research Methods strand of the Postgraduate Certificate in Educational Assessment and Examinations, ran jointly with Cambridge Assessment. She also collaborates with the Postgraduate Medical Education Centre at Cambridge University Hospitals at Addenbrooke's, the Cambridge University Health Partners (CUHP) and Papworth Hospital NHS Foundation Trust. Riikka is an expert member of a Cabinet-Office led Cross-Whitehall trials advisory panel, she advises various Government departments on research methods in policy evaluations as well as advising on leadership development in the civil service Future Leaders Scheme.


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Research Topics

  • Professional learning and change in educational and healthcare settings
  • Interaction and dialogue in educational and professional settings
  • Learning to lead in Medicine
  • Pedagogic innovation
  • Sociocultural psychology

Research Projects

MMED-SIM (Measures of learning outcomes in Medical EDucation through technology-enhanced SIMulations for developing non-clinical professional competences: A Scoping Review). Society for Research into Higher Education. 2019-20.

Learning in the Professions. (With Prof. Frank Fischer, Munich Center of the Learning Sciences and Prof. Martin Fischer, Institute for Medical Education, LMU University of Munich.) Cambridge-LMU Strategic Partnership Fund. 2019-20.

School based health promotion: understanding the educational context to facilitate change. (With Dr Kirsten Corder & Dr Esther van Sluijs, MRC Epidemiology Unit.) ESRC-DTP. 2019-22.

Early Career Teachers’ Professional Agency across four European countries - Key for Sustainable Educational Change? (ECTPA) (PI: Dr Tiina Soini, University of Tampere/Helsinki.) Academy of Finland. 2018-22. 

DIalogue and Argumentation for cultural Literacy Learning in Schools (DIALLS) (PI Dr Fiona Maine). EU Horizon 2020.

ED:TALK Toolkit: Creating a research-informed Implementation & Self-Evaluation ‘toolkit’ for schools to effectively implement, and self-evaluate the impact of, research findings to improve teaching and learning (through classroom dialogue): with Dr Sonia Ilie, ESRC Impact Acceleration Account.

Evaluation of the p2i entrepreneurship programme. (With Dr Katia Smith-Litiere, University of Cambridge and Prof. Hannes Rothe & Dr Alisa Fluhrer, Freie Universitaet Berlin.) Office for Postdoctoral Affairs, University of Cambridge. 2017-19.

Barriers and facilitating factors to impacting change in clinical practice through CPD: with N. Jones & A. Rubino (Papworth Hospital NHS Foundation Trust). FoE R&D and RCoA. 2016-18.

The role of dialogic/symmetrical interactions among peers in diverse, multimodal reading situations: with F. Maine (University of Cambridge) and S. Rojas-Drummond (National Autonomous University of Mexico (UNAM)). British Academy. 2016-18.

Evaluation of the Chief Residents’ Leadership and Management Programme in Medicine: with Jan Vermunt. CUHP. 2016-18.

TEACh [Teaching Effectively All Children]: Learning outcomes and teacher effectiveness for children facing multiple disadvantages, including those with disabilities: India and Pakistan with Prof Pauline Rose, Prof Anna Vignoles and Prof Nidhi Singal. ESRC-DfID. 2015-18. 

Effecting Principled Improvement in STEM Education (epiSTEMe): Student Engagement and Learning in Early Secondary-School Physical Science and Mathematics, ESRC Principal Investigators: Professors Kenneth Ruthven, Christine Howe, Neil Mercer, Keith Taber (University of Cambridge). 2008-13.

OER4Schools Introducing digital Open Educational Resources into Zambian primary schools through school-based professional development Dr Sara Hennessy and Dr Bjoern Hassler 2009-2014.

A tool for analysing dialogic interactions in classrooms: Dr Sara Hennessy, Faculty of Education and Prof Sylvia Rojas-Drummond, National Autonomous University of Mexico [PIs] with Prof Neil Mercer & Paul Warwick. 2013-2015.


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Course Involvement

Deputy Masters Programme Leader (part-time provision)

Coordinator of the Research Methods Element of the Postgraduate Certificate in Educational Assessment and Examinations

Lead tutor of the Assessment research methods top up PPD course

Core teaching team member: Educational Leadership and School Improvement (ELSI); MPhil/MEd Educational Research; EdD.

Supervises Masters and Doctoral students

Riikka will consider PhD and EdD applications in the areas of professional learning, professional change, organisational learning, dialogue and learning, clinical and educational leadership.


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Publications

Hofmann, R. (2019). Dialogue, Teachers and Professional development. In: N. Mercer, R. Wegerif & L. Major (Eds). The Routledge International Handbook of Research on Dialogic Education. Routledge.

Hofmann, R. & Ruthven, K. (2018). Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics. British Educational Research Journal, 44(3), 496-514.

Hassler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. Journal of Learning for Development-JL4D, 5(1).

Hofmann, R. & Vermunt, J.D. (Dec, 2017). Professional development in clinical leadership: Evaluation of the Chief Residents Clinical Leadership and Management Programme. Faculty of Education Working paper no. 5, 12/2017. University of Cambridge. Available online at: foeworkingpapers.com/

Ruthven, K., Mercer, N., Taber, K. S., Guardia, P., Hofmann, R., Ilie, S., ... & Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in education, 32(1), 18-40.

Clark, A. D., Barone, D. G., Candy, N., Guilfoyle, M., Budohoski, K., Hofmann, R., ... & Trivedi, R. A. (2017). The Effect of 3-Dimensional Simulation on Neurosurgical Skill Acquisition and Surgical Performance: A Review of the Literature. Journal of Surgical Education.

Kostusiak, M., Hart, M., Barone, D. G., Hofmann, R., Kirollos, R., Santarius, T., & Trivedi, R. (2017). Methodological shortcomings in the literature evaluating the role and applications of 3D training for surgical trainees. Medical Teacher, 39(11), 1168-1173.

Clark, A. D., Guilfoyle, M. R., Candy, N. G., Budohoski, K. P., Hofmann, R., Barone, D. G., ... & Trivedi, R. A. (2017). Stereoscopic Three-Dimensional Neuroanatomy Lectures Enhance Neurosurgical Training: Prospective Comparison with Traditional Teaching. World Neurosurgery.

Hofmann, R. (2016). Leading professional change through research(ing): Conceptual tools for professional practice. In P. Burnard, T. Dragovic, J. Flutter and J. Alderton (Eds.). Transformative Professional Doctoral Research Practice. Rotterdam: Sense Publishers.

Hofmann, R., & Mercer, N. (2016). Teacher interventions in small group work in secondary mathematics and science lessons. Language and Education, 30(5), 400-416.

Hennessy, S., Hassler, B., & Hofmann, R. (2016). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year. Research Papers in Education, 31(4), 399-427.

Hofmann, R. & Niemi, H. (2016). Teacher education and University Training Schools: What lessons can be learned from Finland? Invited Chapter in P. Gronn & J. Biddulph (Eds.) University Challenge: Cambridge’s Primary School for the Nation. Cambridge University Press.

Ruthven, K., & Hofmann, R. (2016). A case study of epistemic order in mathematics classroom dialogue. PNA (Pensamiento Numérico y Algebráico) Special Issue on Language and Mathematics, 25 pp.

Hofmann, R. (2016). Book review of H. Niemi, J. Multisilta, L. Lipponen & M. Vivitsou (2014, Eds). Finnish innovations and technologies in schools: A guide towards new ecosystems of learning. (Rotterdam: Sense Publishers.) Accepted for publication in Teacher Development: An international journal of teachers' professional development, 20(3), pp. 434-436.

Taber, K.S., Ruthven, K., Mercer, N., Riga, F., Luthman, S. & Hofmann, R. (2016). Developing teaching with an explicit focus on scientific thinking. School Science Review, 97(361), pp. 75-85.

Rojas-Drummond, S., Márquez, A.M., Hofmann, R., Maine, F., Rubio, A.L., Hernández, J. & Guzman, K. (2016). Oracy and literacy in the making: Collaborative peer writing in the primary years. In A. Surian (Ed.). Open spaces for Interactions and Learning Diversities (pp. 69-108). Sense Publishers.

Maine, F. & Hofmann, R. (2016). Talking for meaning: the dialogic engagement of teachers and children in a small group reading contexts. International Journal of Educational Research, 75, 45-56.

Ruthven, K. & Hofmann, R. (2016). A case study of epistemic order in mathematics classroom discourse. Proceedings of the 9th Congress of European Research in Mathematics Education.

Rainio, A.P. & Hofmann, R. (2015). Transformations in teachers’ discourse about their students during a school-led pedagogic intervention. The European Journal of Social and Behavioural Sciences, XIII(2), pp. 1815-1829.

Hennessy, S., Haßler, B., & Hofmann, R. (2015). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. Technology, Pedagogy and Education, 24(5), 1-28.

Howe, C., Luthman, S., Ruthven, K., Mercer, N., Hofmann, R. Ilie, S. & Guardia, P. (2015). Rational number and proportional reasoning in early secondary school: towards principled improvement in mathematics. Research in Mathematics Education, 17(1), 38-56.

Howe, C., Ilie, S., Guardia, P., Hofmann, R., Mercer, N. & Riga, F. (2015). Principled improvement in science: Forces and proportional relations in early secondary-school teaching. International Journal of Science Education, 37(1), 162-184.

Taber, K. S., Ruthven, K., Howe, C., Mercer, N., Riga, F., Hofmann, R., & Luthman, S. (2015). Developing a research-informed teaching module for learning about electrical circuits at lower secondary school level: supporting personal learning about science and the nature of science. In E. de Silva (Ed.), Cases on Research-Based Teaching Methods in Science Education. Hershey, Pennsylvania: IGI Global.

Ruthven, K. & Hofmann, R. (2013). Chance by design: devising an introductory probability module for implementation at scale in English early-secondary education. ZDM – The International Journal on Mathematics Education, Special Issue on Classroom-based interventions in mathematics education, 45(3), 409-423.

Hofmann, R. (2013). Book review of H. Niemi, A. Toom & A. Kalliomäki (2012, Eds). Miracle of Education: the principles and practices of teaching and learning in Finnish Schools (Rotterdam: Sense Publishing), Teacher Development: An international journal of teachers' professional development, 17(1), pp. 152-154.

Ruthven, K., Hofmann, R., & Mercer, N. (2011). A dialogic approach to plenary problem synthesis. In B. Ubuz (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 81-88. Ankara, Turkey: PME.

Ruthven, K., Hofmann, R., Howe, C., Luthman, S., Mercer, N., & Taber, K. (2011). The epiSTEMe pedagogical approach: essentials, rationales and challenges. Proceedings of the British Society for Research into Learning Mathematics 31(3), 131-136.

Ruthven, K., Howe, C., Mercer, N., Taber, K., Luthman, S., Hofmann, R., & Riga, F. (2010). Effecting Principled Improvement in STEM Education: Research-based pedagogical development for student engagement and learning in early secondary-school physical science and mathematics. Proceedings of the 7th. British Congress of Mathematics Education [BCME 7], published as Proceedings of the British Society for Research into Learning Mathematics 30(1), 191-198.

Hakkarainen, K., Bollström-Huttunen, M., and Hofmann, R. (2008). 'Teacher-researcher dialogue and expansive transformation of pedagogical practices'. Nordic Journal of Digital Literacy, 3, 156-177.

Hofmann, R. (2008). 'Rethinking 'ownership of learning': Participation and agency in the Storyline classroom'. In: S. Bell, S. Harkness and G. White (Eds.), Storyline: Past, present and future (pp. 64-78). Glasgow: University of Strathclyde.

Hofmann, R. and Rainio, A.P. (2007).'It doesn't matter what part you play, it just matters that you're there'. Shared Agency in Narrative Play Activity in School. In: R. Alanen and S. Pöyhönen (Eds.), Language in Action. Vygotsky and Leontievian legacy today (pp. 308-328). Newastle-upon-Tyne: Cambridge Scholars Publishing.

Hakkarainen, K., Bollström-Huttunen, M., Pyysalo*, R. and Lonka, K. (2005). Tutkiva oppiminen käytännössä: Matkaopas opettajille (Progressive Inquiry in Practice: A guide for teachers). Porvoo: WSOY.

Pyysalo*, R. (2002). Using multiple representations to scaffold distributed learning in virtual university. In: H. Niemi and P. Ruohotie (Eds.), Theoretical understandings for learning in virtual university (pp. 91-118). Hämeenlinna: Research Centre for Vocational Education and Training (RCVE).

*now: Hofmann.