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Riikka Hofmann

Position/Status

University 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)

Membership of Professional Bodies/Associations

  • Expert member of the Cross-Whitehall Trials Advice Panel (2014-2018)
  • 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

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

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 Prof Rupert Wegerif, Dr Sonia Ilie and Dr Pete Dudley, ESRC Impact Acceleration Account.

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

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

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

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 Dr Nidhi Singal. ESRC-DfID

Pedagogic innovation and teacher-led school improvement: with Dr Anna Rainio, Department of Teacher Education, University of Helsinki

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)

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


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Course Involvement

Coordinator of the MPhil Research Methods Strand (RMS)

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 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. & 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.

Some recent conference presentations

Rainio, A.P. & Hofmann, R. (Aug, 2015). Teachers’ Changing Discourse About Student Engagement During a Pedagogic Intervention. Paper presented at the European Association for Research on Learning and Instruction (EARLI) Conference, Limassol, Cyprus, 25-29 August 2015.

Hofmann, R. & Mercer, N. (Nov, 2014). Teacher interventions in small group work in secondary mathematics and science lessons. A paper presented at the BPS Psychology of Education Section Annual Conference, Milton Keynes, U.K., 7-9 Nov, 2014.

Rainio, A.P. & Hofmann, R. (Oct, 2014). Transformations in teachers’ discourse about their students during a school-led pedagogic intervention. Paper presented at The International Conference on Education and Educational Psychology ICEEPSY, 13-17 October 2014, Turkey.

Hennessy, S., Rojas-Drummond, S., Barrera, M. J., García Carrión, R., Hofmann, R., Howe, C., Kershner, R., Littleton, K., Marquez, A. M., Mercer, N. (Sept, 2014). Developing an analytic coding scheme for classroom dialogue across cultural and educational contexts. Paper presented at the British Educational Research Association Conference, Symposium “Developing new approaches to supporting, analysing and assessing oracy and dialogic interaction in school”, London, U.K., 22-25 Sept, 2014.

Hofmann, R. & Mercer, N. (2013, Aug). Teacher interventions in small group work. Paper presented at the European Association for Research on Learning and Instruction Conference, TU Munich, Munich, 27-31 August, 2013.

Hofmann, R. (2012, June). The notion of ‘agency’ in educational research: Sleeping beauty or Emperor’s new clothes? Invited key note presentation at the Researching agency in educational contexts: theories and methods Conference, Faculty of Education, University of Cambridge, 11-12 June 2012.

Hofmann, R. (2011, Sept). Pupils speak of their classroom learning, what voices do we hear (and why does it matter)? Paper presented at the Annual Conference of the British Educational Research Association, London, 6-8 September 2011.

Hofmann, R. & Mercer, N. (2011, Sept). Teacher interventions in small group work. Paper presented at the Annual Conference of the British Educational Research Association, London, 6-8 September 2011.

Ruthven, K., Luthman, S. & Hofmann, R. (2011, Sept). Measuring attitudes towards mathematics and science: Developing a systematic instrument. Paper presented at the Annual Conference of the British Educational Research Association, London, 6-8 September 2011.

Ruthven, K., Hofmann, R., Howe, C., Luthman, S., Mercer, N., Taber, K. (2011, Sept). Developing a principled and effective pedagogy: the epiSTEMe experience of redesigning classroom teaching and learning in mathematics and science at lower-secondary-school level. Paper presented at the Annual Conference of the British Educational Research Association, London, 6-8 September 2011.

Ruthven, K., Hofmann, R. & Mercer, N. (2011, July). A dialogic approach to plenary problem synthesis. Research report at 35th Conference of the International Group for the Psychology of Mathematics Education: Developing Mathematical Thinking. Ankara, Turkey, 10 - 15 July 2011.

Rainio, A. and Hofmann, R. (2006, Nov). Yhdessä vai jaetusti? Juonellista oppimista tutkimassa (Together or jointly? Researching narrative learning) . Paper presented at theFinnish Educational Research Association Conference, University of Oulu, Finland, Nov 23.

Hofmann, R. (2006, Oct). What and where is 'ownership of learning'? Storyline, modes of participation and bringing ownership out of pupils' heads. Paper presented at the International Storyline Conference 3, Glasgow Caledonian University, Glasgow, Oct 29.

Hofmann, R. and Rainio, A.P. (2006, Jun). 'It doesn't matter what part you play, it just matters that you're there'- analysing the formation of collective agency in pupil talk and activity in school. Paper presented at the Language in Action Conference, University of Jyväskylä, Finland, June 10.

Hofmann, R. (2006, May). Ownership as belonging: Examining shared learning and agency in school. Paper presented at the SlaTe seminar, Faculty of Education, University of Cambridge, May 2.

Hofmann, R. (2005, Sep). Rethinking learner agency: From individual autonomy and self-discovery to participation, risk-taking and creativity. Paper presented at Iscar Congress in Sevilla, Spain, Sep 21.