Academic optimism and a touch of wisdom

Anita Woolfolk Hoy


I am honored to be part of a series that includes many of my academic idols – scholars I have read and cited for years. Because my involvement in educational psychology has lasted for over half a century, I have been asked before to share some “acquired wisdom” (Shaughnessy, 2004; Woolfolk Hoy, 1996, 2000, 2008a, 2008b, 2018). Selected ideas from those previous musings made their way into this essay.

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Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006a). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425-446.

Woolfolk, A. (in press, 2020). Educational psychology: Active learning edition (14th ed.). New York: Pearson.

Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.

Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148.

Woolfolk, A. E., & Perry, N. (2012). Child and adolescent development. Columbus, OH: Pearson/Merrill.

Woolfolk Hoy, A., & Hoy, W. K. (in press). Instructional leadership: A research-based guide to learning in schools (5th ed.). New York: Pearson.

Woolfolk Hoy, A. W., Hoy, W. K. & Kurtz, N. M. (2008). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24, 821-832.


Copyright (c) 2019 Anita Woolfolk Hoy

Education Review

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