Dr Deborah Pino-Pasternak
PhD

ARC Research Fellow - Lecturer in Education

About me

I trained as a Special Educational Needs teacher in my home country (Chile) and worked for 6 years with children with hearing impairment and their families. Subsequently I moved to the UK, where I pursued graduate studies at the University of Cambridge looking at self-regulated learning in young children and particularly at the influence of family interactive patterns on its development. After three years as a Post-Doctoral Fellow and Research Associate  at the Institute of Education in London and Cambridge respectively I was appointed as a Lecturer at the School of Education, Murdoch University.

I currently supervise students undertaking Doctoral studies in education as well as Masters by coursework and research. I am very interested in mentoring talented graduate students with interests in early childhood, young children’s cognitive development, and home/school contexts.

If you are interested in research opportunities connected to my areas of expertise visit the link below:

http://www.murdoch.edu.au/School-of-Education/Research/Research-opportunities/Self-Regulated-Learning/

For access to my publications visit:

http://researchrepository.murdoch.edu.au/view/author/Pino-Pasternak,_Deborah.html

For further information about my research with national and international collaborators visit:

https://www.researchgate.net/profile/Deborah_Pasternak

Teaching area

My areas of teaching involve the development of positive and productive partnerships between schools, families and communities (EDN332-3321); the creation of effective learning environments (EDN358), and the development of the capstone research project for the Master of Education Coursework (EDU600).

Given my current research commitments for the period 2015-2017 my teaching responsibilities have now been delegated to other staff members from the School.

Research areas

My research interests concern young children’s development of self-regulatory skills and how those are fostered or hindered by home and school environments, with an emphasis on the quality of parent-child and teacher-student interactions. From a methodological perspective I have conducted quantitative and qualitative studies and have developed significant expertise in the analysis of interactive video data.

Current projects

Contextual supports for the early development of self-regulated learning. ARC DECRA DE150100731 (2015-2017). Investment in Early Childhood has long-lasting economic and societal benefits. This study contributes to the educational opportunities of young Australians by examining how they develop skills for regulating learning that are crucial for academic success and the contextual factors at home and school that support this development. Results will inform educational policy and interventions at family and school levels.

Advancing future primary teacher’s engagement in inquiry-based science. ARC DP150101142 (2015-2017). The aim of this project is to investigate the conditions that promote future primary teachers’ holistic and productive engagement in inquiry-based science activities while positioned as learners. This research is undertaken by a multidisciplinary team including science educators, future teacher educators, scholars in the fields of Science Education and Learning Sciences, and junior researchers. The team is comprised by members of Murdoch University in Australia, University of Turku in Finland, and The City University of New York in the US.

Reminiscing in a Preschool Context in collaboration with David Neale (PhD Candidate) Faculty of Education, University of Cambridge (2014-2015). This project explores the dialogue emerging between educators and young children when remembering shared past-events. The project will took place at Murdoch University Child Care Centre during 2014 and counts with the strong support of the Child Care management and staff.

Children Articulating Thinking (ChAT) in collaboration with Dr David Whitebread and team at the Faculty of Education, University of Cambridge (2009-2010). This project explored the impact of a classroom intervention based on collaborative problem-solving and dialogic skill development on Year 1 children’s self-regulation and conceptual understanding in the areas of Science and Arts. The project’s data collection was conducted in the UK during 2009 and 2010 and outcomes are currently under publication.

 

Awards and grants

2015 Vice Chancellor’s Citation for Excellence in Enhancing Learning. Citation: For developing a pedagogy that fosters student self-determination, addressing the needs of autonomy, belonging and mastery.

2015-2017 ARC Discovery Early Career Research Award DE150100731 ($361,744.00). Dr Deborah Pino-Pasternak. Contextual Supports for the early development of self-regulated learning.

2015-2017 ARC Discovery Project DP150101142 ($300,900.00) Professor Simone Volet, Professor Stephen Ritchie, Dr Deborah Pino-Pasternak, Professor Marja Vauras, Professor Kenneth Tobin. Advancing future primary teachers’ engagement in science inquiry learning.

2003-2007   Bill & Melinda Gates Foundation and Cambridge Overseas Trust        PhD Studentship

2005  “Chile Projects” Grant, Centre of Latin-American Studies, University of Cambridge, UK  PhD Studentship

2003-2006   Overseas Research Students Award Scheme PhD Studentship

2002-2003  British Chevening Scholarships (British Council)/ Cambridge Overseas Trust)  MPhil Studentship

Events and speaking engagements

November 2014. Keynote Speaker at Child Australia Practitioner-based Conference “Understanding Behaviour Learning to Respond” (Perth, WA). Keynote Title: Involving Families in the Development of self-regulation of cognition: A partnership model.

Professional and community service

2017 – Associate Editor - The Australian Educational Researcher

The Australian Educational Researcher (AER) provides a forum for education researchers to debate internationally relevant issues across all levels of education. As Associate Editor my role is to collaborate with reviewers to ensure the publication of high quality journal articles contributing to the current literature in education.

2016 – Member of School Board, Bertram Primary School

In this role I support the school on decisions concerning strategic and business plans as well as curricular development for students and professional learning for staff.

2014-2015 President of Murdoch University Child Care Centre Management Committee

In this role I worked with the Centre Director on issues concerning centre management, staff professional development, curriculum development, and development of research initiatives.

 

Doctoral and masters supervisions

Megan Kammann (M. Ed by Research). Completed. Homeschool regulation: Directive without Direction (with Dr Nado Aveling)

Embly Mumu (Ed.D). Completed. Exploring Indonesian English as a Foreign Language teachers’ beliefs and classroom practice: The knowledge of integrating cultural aspect in EFL (with Dr Nado Aveling)

Nicole Pollock (M. Ed Research). I have a hunch my child may be gifted: A retrospective review of the lived experience of parents of gifted children in the early childhood and primary school years (with Associate Professor Libby Lee-Hammond)

Nimas Suprawati (PhD). Exploring effort-related themes in stories for primary-aged Indonesian students, and their potential in promoting effort toward challenging tasks (with Professor Simone Volet)

Debora Valcan (ARC PhD). The Role of Parenting on Children’s Metacognitive Skills and Executive Functions (with Dr Helen Davis)

Keryn Sturrock (PhD). Science inquiry pedagogy in the Western Australian classrooms (with Dr Amanda Woods-McConney)

Kristina da Silva-Branco (M. Ed Research). Education for Sustainability: Understanding the dynamics among curriculum guidelines, teachers’ perceptions of sustainability and its implementation within primary schools in Western Australia (with Dr Amanda Woods-McConney)

Publications

Chapters

  • Whitebread, D., Pino-Pasternak, D., Colman, P., (2015),Making Learning Visible: The role of language in the development of metacognition and self-regulation in young children,In: The Routledge International Handbook of Young Children's Thinking and understanding, Routledge (Taylor and Francis Group), pages 199 to 214.
  • Whitebread, D., Pino-Pasternak, D., (2013),Video analysis of self-regulated learning in social and naturalistic contexts: The case of preschool and primary school children,In: Interpersonal Regulation of Learning and Motivation. Methodological Advances, Routledge (Taylor & Francis), pages 14 to 44.
  • Coltman, P., Warwick, J., Wilmott, J., Pino-Pasternak, D., Whitebread, D., (2013),Teachers co-constructing pedagogical practices to support children's exploratory talk and self-regulation: the Children Articulating Thinking (ChAT) project.,In: Self-Regulation and Dialogue in Primary Classrooms, British Psychological Society, pages 127 to 146.
  • Grau, V., Pino-Pasternak, D., (2012),Colaborar para aprender en contextos de diversidad: El aprendizaje mediado por pares y la riqueza de las diferencias,In: Educacin y Diversidad. Aportes desde la Psicologa Educacional, Ediciones UC, pages 71 to 94.

Journals

  • Neale, D., Pino-Pasternak, D., (2017), A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking, Educational Psychology Review, 29, , pages 641 - 665.
  • 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.
  • Pino-Pasternak, D., Basilio, M., Whitebread, D., (2014), Interventions and Classroom Contexts That PromoteSelf-Regulated Learning: Two Intervention Studiesin United Kingdom Primary Classrooms, Psykhe, 23, 2, pages 1 - 13.
  • Pino-Pasternak, D., (2014), Applying an observational lens to identify parental behaviours associated with children's homework motivation, British Journal of Educational Psychology, 84, , pages 352 - 375.
  • Pino-Pasternak, D. & Whitebread, D. (2010). The role of parenting in children’s self-regulated learning. Educational Research Review, 5, 220-242.
  • Pino-Pasternak, D., Whitebread, D. & Tolmie, A. (2010). A multi-dimensional analysis of parent-child interactions during academic tasks and their relationships with children’s self-regulated learning. Cognition and Instruction, 28, 219-272.
  • Whitebread, D., Coltman, P., Pino-Pasternak, D., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q. & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4, 63-85. P
  • Whitebread, D., Pino-Pasternak, D., Sangster, C. & Coltman, P. (2007). Non-verbal indicators of metacognition in young children. Iskolakultúra, 11-12, 82-91.
  • Whitebread, D., Bingham, S., Grau, V., Pino-Pasternak, D. & Sangster, C. (2007). Development of metacognition and self-regulated in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6, 433-455.
  • Whitebread, D., Anderson, H., Coltman, P., Page, C., Pino-Pasternak, D. & Mehta, S. (2005). Developing Independent Learning in the Early Years. Education 3-13, 33, 40-50.