Anabela Malpique  from Murdoch University in Perth Australia.
Share

Contact me

Fellow researchers

    Latest news

    • Research
    • School

    Dr Anabela Malpique
    PhD Educational Psychology, Master of Arts in Special Educational Needs

    Lecturer

    About me

    I am a Lecturer in Literacy at the College of Science, Health, Engineering and Education at Murdoch University. I hold a Master degree in Special Educational Needs (2008) and a PhD (2015) in Educational Psychology.

    I started teaching languages and literacies as a secondary school teacher in my home country (Portugal) in 1999 before moving to the UK, where I continued teaching in primary and secondary school settings. My experience working with students from different backgrounds in inclusive settings moved me into wanting to learn more about how to respond to students’ differences and needs in literacy learning and development.

    As an early career researcher, I have been strongly committed to developing research partnerships with scholars from different tertiary contexts, including the UK, US, Portugal, Brazil, and Mozambique. My research interests focus on literacy development, with a specific interest in writing development and effective writing pedagogy. That includes extending knowledge of writing as a multidimensional process and placing a focus on individual-level (e.g., self-regulated learning) and contextual-level factors (e.g., teaching practices and parental support) explaining writing development. My research involves typically developing writers in both elementary and secondary schools. I am very interested in teaching and mentoring graduate students with interests in literacy development, writing instruction, and self-regulated learning.

    Teaching area

    I am currently coordinating and teaching several units within literacy and assessment namely EDN111, Language for Learning and Teaching: EDN565, Teaching English in the Primary Curriculum; BED200, Assessment and Action Research. My commitment is to encourage students to learn more about effective evidence-based practices to teach languages, literature and literacy and to stimulate reflective learning and teaching to cater to students’ individual differences and needs.

    Research areas

    literacy development and instruction; writing development and instruction; teacher training; self-regulated learning

    Current projects

    2020-2023. Writing for all: Studying the development of handwriting and keyboarding skills in the Early Years (Malpique, A., Merga, M., Pino-Pasternak, D, & Ledger, S.).  This project will investigate Year 2 students’ abilities, engagement and self-efficacy to write by hand and by keyboard and teaching practices promoting effective writing development, including practices for teaching transcription skills. This project is funded by a grant from The Ian Potter Foundation and is part of the State Library of Western Australia Literacy Strategy for 2017-2027. $197,000 (external funding)

    2020-2021. Teaching Writing for All in Primary Education (Malpique, A., Merga, M., Pino-Pasternak, D, & Ledger, S.)This project is funded by a grant from the Collier Charitable Fund. The grant will be used to conduct a national survey of at least 384 primary teachers in Australian public schools. The survey will investigate teachers’ preparedness and practices for teaching writing in primary classrooms, including for students experiencing difficulties learning to write. This project will also assess primary teachers’ perceptions of writing and writing instruction. $28,000 (external funding)

    2020-2022. School libraries promoting wellbeing in Australian primary and secondary schools: An exploratory study (Merga, M.K.; Malpique, A; Pickworth, M; Pope, K.; Roni, S. M. & Gibson, C.). The recent Productivity Commission Draft Report acknowledges that schools should be adequately equipped to support student wellbeing, and school libraries are a valuable resource in supporting this goal. This study will contribute valuable insights into how we can best prepare our schools to provide frontline support for children’s wellbeing and mental health in both primary and secondary schools. The study will generate findings that have important and immediate practical implications. $90,613 (external funding)

    2015-2018. Contextual Supports for the Early Development of Self-Regulated Learning (Pino-Pasternak, D., Malpique, A., & Valcan, D.).This project was funded by the Australian Research Council under the Discovery Early Career Research Award DECRA (DE150100731) to Dr Pino-Pasternak. It uses a longitudinal design to explore children’s development of self-regulated learning and executive functions as they make a transition from the first to the second year of compulsory education in Western Australia. It also investigates the role of the home and classroom environments as predictors of children’s developmental trajectories.

     

    Awards and grants

    Malpique, A., Merga, M, Pino-Pasternak, D., & Ledger, S., Writing for All: Studying the Development of Handwriting and Keyboarding Skills in the Early Years, Ian Potter Foundation,  Grant,  2020 – 2023,  $197,000 (external funding).

    Malpique, A., Teaching Writing for All in Primary Education. Collier Charitable Fund, Grant, 2020-2021, $28,000 (external funding).

    Merga, M.K.; Malpique, A; Pickworth, M; Pope, K.; Roni, S. M. & Gibson, C., School libraries promoting wellbeing in Australian primary and secondary schools: An exploratory study, Bupa Health Foundation, Grant, 2020-2022, $90,613 (external funding)

    Gardiner, V., Malpique, A., Rappa, N., Ledger, S., Jackson, E., Banner, T, & Teo, T.,  Perspectives of Learning and Teaching in Higher and Initial Teacher Education: A Special Issue. College of Science, Health, Engineering and Education, Murdoch University, Grant, 2019, $10,000.

    Veiga Simão, A. M. & Malpique, A. M.. Creative Writing: Promoting Self-regulated Writing in Primary Schools. Lisbon City Council, Portugal, Grant, 2015-2017, $80,743.

    Frison, L. M. B., Veiga Simão, A. M., & Malpique, A. M., Self-Regulated writing: Conceptions and Practices of Middle-School Portuguese and Brazilian Teachers. Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul, Brazil, FAPERGS, Grant, 2014-2015, $40,270.

    Events and speaking engagements

    Last 5 Years

    Malpique, A., & Pino-Pasternak, D. (August, 2019). Writing and reading performance in Year 1 Australian classrooms: The role of handwriting automaticity and writing instruction. Paper accepted for presentation at the 18thBiennial European Association for Research on Learning and Instruction (EARLI) Conference, Aachen, Germany.

    Malpique, A., & Pino-Pasternak, D. (June, 2019). Writing and reading performance in Year 1 Australian classrooms: The role of handwriting automaticity and writing instruction. Paper presented at the 12thInternational Association for Research in L1 Education (ARLE) Conference, Lisbon, Portugal.

    Malpique, A., & Veiga Simão, A. M. V. (June, 2019). Teaching writing in middle-schools: Portuguese and Brazilian teachers’ perceptions and practices. Symposium paper presented at the 12thInternational Association for Research in L1 Education (ARLE) Conference, Lisbon, Portugal.

    Malpique, A., Pino-Pasternak, D, & Valcan, D. (August, 2017). Handwriting automaticity and writing instruction in Australian kindergarten: An exploratory study. Paper presented at the 17thBiennial European Association for Research on Learning and Instruction (EARLI) Conference, Tampere, Finland.

    Malpique, A., Pino-Pasternak, D, & Valcan, D. (July, 2017). Handwriting automaticity and writing instruction in Australian kindergarten: An exploratory study. Paper presented at the 14thEuropean Conference of Psychological Assessment (ECPA), Lisbon, Portugal.

    Valcan, D., Pino-Pasternak, D., Davis, H., & Malpique, A. (May, 2016). Concurrent relationships between reported parental behaviour, environmental confusion in the home, and children’s Executive Functions in the first year of formal schooling. Symposium paper presented at the 6th Biennial Meeting of the EARLI Special Interest Group 16 – Metacognition, The Netherlands.

    Malpique, A., & Veiga Simão, A. M. (August,2015). More than meets the eye: Self-regulated strategy development for teaching argumentative writing. Paper presented at the 16th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Limassol, Cyprus.

    Duarte, F., Ferreira, P. C., Veiga Simão, A. M., & Malpique, A. (August,2015). Measuring self-regulated learning processes with interview tasks and stimulated recall. Symposium paper presented at the 16th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Limassol, Cyprus.

    Bilhalba, L. P., Frison, L. M. B., Veiga Simão, A. M., Marques, A., & Malpique, A. (May, 2014). Self-Regulated Writing: Conceptions and Practices of Middle-School Portuguese and Brazilian Teachers–Teacher Training and Professional Development. Paper presented at the International Study Association of Teachers and Teaching (ISATT) Congress, Minho, Portugal.

    Malpique, A., & Veiga Simão, A. M.(June, 2014).Self-regulated strategies for teaching argumentative writing. Paper presented at the 14th biennial meeting of the EARLI SIG on Writing, Amsterdam, Netherlands.

    Doctoral and masters supervisions

    Rebecca Dahlstrom, MASTER OF EDUCATION

    Jade Baker, MASTER OF EDUCATION

    Matthew Farrelly, MASTER OF EDUCATION

    Candice Keating, DOCTOR OF EDUCATION

    Publications

    Journals

    • Merga, M., Roni, S., Malpique, A., (2020), School leadership and whole-school support of struggling literacy learners in secondary schools, Educational Management, Administration & Leadership, First published 26 Feb 2020, , .
    • Malpique, A., Simão, A., (2019), 'Does It Work?': Adapting Evidence-Based Practices to Teach Argumentative Writing, Journal of the Writing Research, , , pages 527 - 567.
    • Malpique, A., Pino-Pasternak, D., Roberto, M., (2019), Writing and reading performance in Year 1 Australian classrooms: Associations with handwriting automaticity and writing instruction, Reading and Writing: an interdisciplinary journal, Online 3 Nov 2019, , pages -.
    • Malpique, A., Veiga Simao, A., Frison, L., (2017), Self-regulated strategies for school writing tasks: A cross-cultural report, Psychology of Language and Communication, 21, 1, pages 244 - 265.
    • Malpique, A., Pino-Pasternak, D., Valcan, D., (2017), Handwriting automaticity and writing instruction in Australian kindergarten: an exploratory study, Reading and Writing: an interdisciplinary journal, 30, 8, pages 1789 - 1812.
    • Veiga Simao, A., Malpique, A., Frison, L., Marques, A., (2016), Teaching writing to middle school students in Portugal and in Brazil: an exploratory study, Reading and Writing: an interdisciplinary journal, 29, 5, pages 955 - 979.

    (i) Scholarly book chapters (peer-reviewed)

    Pino-Pasternak, D., Valcan, D., & A. Malpique (2019). Associations between the home environment, parenting and self-regulation in early childhood. In D. Whitebread, V. Grau,K. Kumpulainen, M. M. McClelland, D. Pino-Pasternak, & N. E. Perry (Eds), The Sage handbook of developmental psychology and early childhood education (pp. 487-501)London: Sage Publications.

    Malpique, A., & Veiga Simão, A. M. V. (2019). The use of self-regulated strategies in Portuguese text writing: A cross-cultural study. In A. M. V., Veiga Simão, E. Santos, J. A. Ferreira, & M. J. Alvarez (Eds), Psicologia Educacional: Investigacao e intervencao em Portugal [Educational Psychology: Research and intervention in Portugal] (pp. 29-54). Lisbon: Coisas de Ler.

    Veiga Simão, A. M., Agostinho, A. L., Moreira, J. S., Silva, R. L., Cabaço, S. C., Gonçalves, M. D., & Malpique, A. (2017). CriaTivo: Teaching Strategies to Promote Self-Regulated Writing. Livros Editora: Lisbon City Council.

    Malpique, A., & Veiga Simão, A. M. V. (2012). Cinderella’s crystal slipper: Teaching self-regulated strategies for writing. In A. M. V. Veiga Simão, L. M. B. Frison, & M. H. M. B. Abrahão Self-regulated learning and autobiographical narratives: Epistemology and practices (pp. 155-178). Porto Alegre: EDIPUCRS.

    (ii) Refereed journal articles (peer-reviewed)

    Merga, M., Roni. M., S, & Malpique, A. (2020). School leadership and whole-school support of struggling literacy learners in secondary schools. Educational Management Administration & Leadership. DOI 10.1177%2F1741143220905036

    Malpique, A., Pino-Pasternak, D., & Roberto, M. S. (2019). Writing and reading performance in Year 1 Australian classrooms: Associations with handwriting automaticity and writing instruction. Reading and Writing. DOI 10.1007/s11145-019-09994-z

    Malpique, A, & Veiga Simao (2019). ‘Does It Work?’: Adapting Evidence-Based Practices to Teach Argumentative Writing. Journal of Writing Research, 10(3), 527-567. https://doi.org/10.17239/jowr-2019.10.03.05

     Malpique, A. A., Pino-Pasternak, D., & Valcan, D. (2017). Handwriting automaticity and writing instruction in Australian kindergarten: An exploratory study. Reading and Writing30, 1789–1812.

    Malpique, A.,Veiga Simão A. M. V., & Frison, L. M. B. (2017). Self-regulated strategies for school writing tasks: A cross-cultural report. Psychology of Language and Communication, 21, 244–265.

    Veiga Simão, A. M., Malpique, A., Frison, L. M. B, Marques, A. (2016). Teaching writing to middle school students in Portugal and in Brazil: An exploratory study. Reading and Writing2, 955-979.

    Malpique, A., & Veiga Simão A. M. V. (2016). Argumentative writing by junior high-school students: Discourse knowledge and writing performanceInfancia y Aprendizaje, Journal for the Study of Education and Development, 36, 150-186.

    Veiga Simão, A. M. V., Chambel, C.,Malpique, A., & Frison, L. M. B. (2016).Composição escritado texto argumentativo: Conhecimento metacognitivo e dificuldades na escrita de alunos do 9º ano[Argumentative text writing: Metacognitive knowledge and writing difficulties of Year 9 students]. Hispania, 99(3), 372-391.

     Malpique, A., & Veiga Simão A. M. V. (2015). Assessing self-regulated strategies for school writing: cross-cultural validation of a triadic measure. Journal of Psychoeducational Assessment, 33(2), 141-153.

    (iii) Recent plain English research translation

    Malpique, A., & Pino-Pasternak, D. (2017). To empower students with effective writing skills, handwriting matters. The Conversation. Retrieved from https://theconversation.com/to-empower-students-with-effective-writing-skills-handwriting-matters-81949  https://www.altmetric.com/details/23379252

    (vi) Research Media Coverage 

    Baker, J. (2020). Handwriting fluency in kindergarten linked to better reading abilities, The Sydney Morning Herald. Retrieved from https://www.smh.com.au/national/nsw/handwriting-fluency-in-kindergarten-linked-to-better-reading-abilities-20200302-p54654.html

    Beeby, R. (2020), Handwriting important for early school classes, research shows, Research Professional News. Retrieved from https://www.researchprofessionalnews.com/rr-news-australia-canberra-playbook-2020-3-research-backs-importance-of-handwriting-for-early-school-classes/

    EducationHQ News Team (2020). Despite the rise of paperless schools, handwriting is still vital, EducationHQ.Retrieved from https://educationhq.com/news/despite-the-rise-of-paperless-schools-handwriting-is-still-vital-74637/?PageSpeed=noscript

    Tyrrel, C. (July, 2017). Handwriting linked to future literacy success: Murdoch Uni researchers find. The Western Australian. Retrieved from https://thewest.com.au/news/education/handwriting-linked-to-future-literacy-success-murdoch-uni-researchers-find-ng-b88547750z

     Malpique, A. & Pino Pasternak, D. (August 2017). Why handwriting matters. ST Singapore. Retrieved from http://www.straitstimes.com/singapore/education/why-handwriting-matters

     Malpique, A. (August 2017). In a world of screens, handwriting is more important than ever. The Sydney Morning Herald. Retrieved from http://www.smh.com.au/comment/in-a-world-of-screens-handwriting-is-more-important-than-ever-20170804-gxprf0.html

    Malpique, A. (August 2017). In a world of screens, handwriting is more important than ever. The Canberra Times. Retrieved from http://www.canberratimes.com.au/comment/in-a-world-of-screens-handwriting-is-more-important-than-ever-20170804-gxprf0.html

    Earp, J. (August 2017). The importance of explicit handwriting instruction. Teacher Magazine. Retrieved from https://www.teachermagazine.com.au/articles/the-importance-of-explicit-handwriting-instruction