Biography

Anita Woolfolk Hoy received her BA Magna Cum Laude in 1969 from the University of Texas at Austin, with a major in Psychology and a minor in Chemistry. In 1972 she was awarded a Ph.D. in Educational Psychology from the same university. From 1973 to 1993 she was on the faculty of the Department of Educational Psychology (Chair 1990-1993) of the Graduate School of Education, Rutgers University. Currently she is a Professor Emeritus in the Program in Educational Psychology and Philosophy, Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio. Her professional offices include Vice-President for Division K (Teaching & Teacher Education) of the American Educational Research Association and President of Division 15 (Educational Psychology) of the American Psychological Association. From 1999 to 2012, she served as editor of Theory Into Practice, a journal that provides multiple perspectives and scholarly discussions of issues that concern educators.Professor Woolfolk Hoy has published research in the areas of teacher cognition, student perceptions of teachers, teachers’ beliefs, student motivation, and the application of educational psychology to teaching. Her work appears in the Journal of Educational Psychology, American Educational Research Journal, Review of Research in Education, Teaching and Teacher Education, the Elementary School Journal, Learning and Instruction, Educational Psychology Review, Action in Teacher Education, Teachers College Record, Educational Researcher, and the Educational Psychologist. Her text, Educational Psychology (Pearson), is in its 15th edition and is the most widely read introduction to educational psychology in the field. With Nancy Perry she has published two editions of Child and Adolescent Development (Pearson).

She is married to Wayne K. Hoy, the Novice Fawcett Chair in Educational Administration at The Ohio State University. Together have completed the 5th edition of Instructional Leadership: A Research-Based Guide to Learning in Schools (Pearson) and conduct research on teacher and school efficacy. They have three children: Wayne, President of Advanced Software Products; Kelly, a teacher at the Katherine Delmar Burke School in SanFrancisco, CA; and Lizzie, an artist in Columbus, OH. Their insights about education are frequently volunteered and greatly appreciated.

Anita Woolfolk Hoy Vita 2024

Academic Autobiography: Acquired Wisdom Project, 2019

Education and Certifications

Academic Degrees

  • 1969 – B.A., The University of Texas at Austin – Psychology (Minor: Chemistry) – Honors: Magna Cum Laude; Special Honors in Psychology
  • 1972 – Ph.D. , The University of Texas at Austin, Educational Psychology – Honors: Phi Kappa Phi; NDEA Title IV and University Fellow

Other Training

  • June, 1974 One week institute, “Individually Guided Education.” Conducted by the University of Wisconsin Research and Development Center.
  • June, 1975 One week institute, “New Ways of Teaching and Learning.” National Training Laboratories in Applied Behavioral Science, Bethel, Maine.

Certifications

  • School Psychologist New Jersey
  • Psychologist New Jersey; Texas

Experience

Present Position

  • 2013-Present  Professor Emeritus; Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio, 43210.

Previous Positions

  • 10/94 – 12/12  Professor; School of Educational Policy and Leadership, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio
  • 7/86 – 9/94 Professor; Department of Educational Psychology, Graduate School of Education, Rutgers-The State University, New Brunswick, N.J.; Joint appointment with the Graduate School of Applied and Professional Psychology and full member of the Graduate Faculty (Psychology).
  • 7/90 – 7/93 Chair; Department of Educational Psychology, Rutgers-The State University, New Brunswick, N.J.
  • 7/78 – 6/86 Associate Professor, Rutgers-The State University, New Brunswick, N.J. (Department of Educational Psychology, Graduate School of Education, 1/81-7/86; Department of Education, Douglass College, 7/78-12/80); Joint appointment with GSAPP and full member of the Graduate Faculty (Psychology).
  • 7/73 – 6/78 Assistant Professor, Department of Education, Douglass College, Rutgers-The State University, New Brunswick, N.J.; Joint appointment with GSAPP and associate member of the Graduate Faculty (Psychology).
  • 8/72 – 6/73 Education Service Center, Region XIII, Austin, Texas; Educational Psychologist-Regional Consultant.
  • 9/71 – 8/72 The University of Texas at Austin; University Fellow, intern in school psychology, and director of research sponsored by U.S. Office of Education grant No. OEC-6-72-0732-(509).

Professional Activities

  • Editor, Theory Into Practice, 1999–2012
  • Associate Editor, Theory Into Practice, 1997–1999
  • Associate Editor, American Educational Research Journal, 1987-1989.
  • Editor, Case Series in Educational Psychology, Allyn & Bacon, 1995

Member of Editorial Boards

  • American Educational Research Journal, 2002–2006
  • Journal of Experimental Education, 1998–2012
  • Educational Psychologist, 1997-2013
  • Contemporary Educational Psychology, 2005-2009
  • Teacher Educator, 2005-2013
  • Review of Educational Research, 1988-1992
  • Elementary School Journal (University of Chicago Press), 1985-1994
  • Public Service Monographs (American Educational Research Association), 1992-1996

Guest Editor

  • Woolfolk, A. E., & Galloway, C. (Eds.). (Winter, 1985.) Classroom communication: Verbal and nonverbal [Special Issue]. Theory Into Practice.

Guest Consulting Editor

  • Educational Researcher
  • Educational Psychologist
  • American Educational Research Journal
  • Educational Psychologist
  • Elementary School Journal
  • Behavior Therapy
  • Served as a reviewer/consultant for Wang, M. C., & Palincsar, A. S. (1989). Teaching students to assume an active role in their learning. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 71-84). NY: Pergamon Press.

Professional and Honorary Societies

  • American Psychological Association (Fellow-Divisions 15 and 16)
    • Program Chair, Division 15, 1991
    • Member-at-Large, Division 15, 1991-1993
    • President, Division 15–Educational Psychology, 1995-1996
  • American Educational Research Association
    • Member of Program Committee for annual meeting, Division C, (1976, 1977, 1983, 1986, 1987, 1988, 1989, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007); Division K, (1986, 1987, 1988, 1989, 1991, 1995, 1996, 1997, 1999, 2000, 2001, 2003, 2004, 2005, 2006, 2007).
    • Co-Chair of Program Committee for annual meeting, 1987, (Division K).
    • Member of Executive Council, Division C, 1986.
    • Awards Committee, Division K, 1989-1991 (Chair, 1991)
    • Co-Chair of Program Committee for annual meeting, 2001, (Division C5).
    • Vice President, Division K, 1992-1994
  • Invisible College for Research on Teaching
  • Psi Chi (National Honor Society in Psychology)