Anita Woolfolk Hoy, Ph.D.

Professor

Office: 159 A Ramseyer Hall
Phone: (614) 292-3774
Fax: (614) 292-7900
Email: anitahoy@mac.com
Webpage: http://people.ehe.ohio-state.edu/ahoy/

Education

• Ph.D. Educational Psychology, The University of Texas
• B.A. Psychology (Minor: Chemistry), The University of Texas

Scholarly Interests

• Teachers' sense of efficacy
• Teacher beliefs
• Classroom motivation
• Educational psychology in teacher education
• College teaching

Selected Publications

Books

• Woolfolk Hoy, A., & Hoy, W. K. (2009). Instructional leadership: A research-based guide to learning in schools (3rd ed.). Boston: Allyn & Bacon/Longman.
• Woolfolk, A. (2008). Educational psychology. Active learning edition (2nd ed.). Boston, MA: Allyn & Bacon.
• Woolfolk, A. (2007). Educational psychology (10th ed.). Boston, MA: Allyn & Bacon.
• Woolfolk, A. (2007). Educational psychology: Asian adaptation (10th ed.). People's Republic of China: China Light Industry Press.
• Woolfolk, A., Winne, P. H., & Perry, N. E. (in press). Educational psychology: Canadian edition (4th ed.). Scarborough, Ontario: Allyn & Bacon, Canada.

Chapters in Books

• Woolfolk Hoy, A. (in press). Stories of teaching: Three lessons. In T. Urdan & F. Pajares (Eds.), Adolescence and education: Volume VI. Making a teacher eternal: Scholars describe the teacher who made a difference.Information Age Publishing. Greenwich, CT.
• Woolfolk Hoy, A., Hoy, W. K., & Davis, H. (in press). Teachers' self-efficacy beliefs. To appear in K. Wentzel, & A. Wigfield (Eds.). Handbook of motivation in school. Mahwah, NJ: Lawrence Erlbaum.
• Woolfolk Hoy, A., Davis, H., & Pape, S. (2006). Teachers' knowledge, beliefs, and thinking. In P. A. Alexander & P. H, Winne (Eds.), Handbook of educational psychology (2nd ed, pp. 715-737.). Mahwah, NJ: Lawrence Erlbaum.
• Woolfolk Hoy, A., & Weinstein, C. S. (2006). Students' and teachers' perspectives on classroom management. In C. Evertson & C. S. Weinstein (Eds.), Handbook for classroom management: Research, practice, and contemporary issue (pp. 181-220). Mahwah, NJ: Lawrence Erlbaum.
• Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006) Academic optimism of schools: A second-order confirmatory factor analysis. In Wayne K. Hoy & Cecil Miskel (Eds.) Contemporary Issues in Educational Policy and School Outcomes. Greenwich, CN: Infoage.
• Woolfolk Hoy, A., & Davis, H. (2005). Teachers' sense of efficacy and adolescent achievement. In T. Urdan & F. Pajares (Eds.), Adolescence and education: Volume V: Self-efficacy beliefs during adolescence (pp. 117-137). Information Age Publishing. Greenwich, CT. http://www.des.emory.edu/mfp/AdoEd5.html
• Woolfolk Hoy, A., Demerath, P., & Pape, S. (2002). Teaching adolescents: Engaging developing selves. In T. Urdan & F. Pajares (Eds.), Adolescence and education (pp. 119-169). Volume I. Information Age Publishing. In Greenwich, CT.
• Gaskill, P. J., & Woolfolk Hoy, A. (2002). Self-Efficacy and self-regulated learning: The dynamic duo in school performance. In J. Aronson & D. Cordova (Eds.), Improving education: Classic and contemporary lessons from psychology (pp. 183-206). New York: Academic Press.
• Woolfolk Hoy, A., & Murphy, P. K. (2001). Teaching educational psychology to the implicit mind. In R. Sternberg & B. Torff (Eds.) Understanding and teaching the implicit mind (pp. 145-185). Mahwah, NJ: Lawrence Erlbaum.
• Woolfolk Hoy, A. (2000). College teaching and learning. In A. Kazdin (Ed.) Encyclopedia of Psychology (Vol. 3, pp. 179-181). Washington, DC: American Psychological Association.
• Woolfolk Hoy, A., & Tschannen-Moran. M. (1999). Implications of cognitive approaches to peer learning for teacher education. In A. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 257-284). Mahwah, NJ: Lawrence Erlbaum.

Journal Articles

• Woolfolk Hoy, A. (in press). What motivates teachers? Important work on a complex question. Learning and Instruction.
• Woolfolk Hoy, A. Hoy, W. K., & Kurz, N. M. (in press). Teacher's academic optimism: The development and test of a new construct. Teaching and Teacher Education.
• Knoblauch, D., & Woolfolk Hoy, A. (in press). The effects of school setting and cooperating teachers' efficacy beliefs on student teachers' sense of efficacy. Teaching and Teacher Education.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
• Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425-446.
• Long, J. F., & Woolfolk Hoy, A. (2006) Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education, 22, 303-314.
• Capa, Y., & Woolfolk Hoy, A. (2005). What predicts student teacher self-efficacy? Academic Exchange Quarterly, 10(4).
• Woolfolk Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A Comparison of four measures. Teaching and Teacher Education, 21, 343-356.
• Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2004). Collective efficacy: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
• Woolfolk Hoy, A. (2004). The educational psychology of teacher efficacy. Educational Psychology Review, 16, 153-176.
• Woolfolk Hoy, A. (2004). Self-efficacy in college teaching. Essays on Teaching Excellence: Toward the Best in the Academy, 15, 8-11. Fort Collins, CO: The POD Network.
• Milner, H. R., & Woolfolk Hoy, A. (2003). A case study of an African American teacher's self-efficacy, stereotype threat, and persistence. Teaching and Teacher Education, 19, 263-276.
• Pape, S. J., & Woolfolk Hoy, A. (2002). Whilst congruence: Teacher epistemological world views in the context of modern schooling. Issues in Education: Contributions from Educational Psychology, 8(2), 195-206.
• Woolfolk Hoy, A. (2001). Leading for learning: An educational psychologist's perspective. UCEA: The Review, 43 (3), 1-4.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.
• Tschannen-Moran, M. & Woolfolk Hoy, A. (2000). Collaborative learning: A memorable model. The Teacher Educator, 36(2), 148-165.
• Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student achievement. American Education Research Journal, 37, 479-507.
• Woolfolk Hoy, A. (2000). Educational psychology and teacher education. Educational Psychologist, 35, 257-270.
• Tschannen-Moran, M., Uline, C., Woolfolk Hoy, A., & Mackley, T. Creating smarter schools through collaboration. (2000). Journal of Educational Administration, 38, 247-271.
• Woolfolk Hoy, A. (1999). At the altar of authenticity: Reason and reality in education. Contemporary Psychology. 44(5), 330-336.
• Woolfolk Hoy, A. (1998). Complexity and coherence: An essay review of the Handbook of educational psychology. Teachers College Record, 100, 437-452.
• Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
• Woolfolk Hoy, A. (1996). Teaching educational psychology: Texts in context. Educational Psychologist, 31, 41-49.