Deborah Pino-Pasternak  from Murdoch University in Perth Australia.

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    Dr Deborah Pino-Pasternak

    ARC Research Fellow - Senior 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:

    For access to my publications visit:,_Deborah.html

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

    Teaching area

    My areas of teaching involve the development of positive and productive partnerships between schools, families and communities (EDN332); the creation of effective learning environments (EDN358), and the development of the capstone research project for the Master of Education Coursework (EDU660).

    After three years of full-time research commitment I am coordinating EDN332 Children, Families and Communities in Semester 2, 2018 and working alongside Dr Helen Dempsey

    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.


    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

    2018- Member of School Board, Roleystone Community College

    2018 – Consulting Editor – Educational Psychology

    2017 – Associate Editor – The Australian Educational Researcher

    2016 – Member of School Board, Bertram Primary School

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


    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)

    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)



    Whitebread, D., Pino-Pasternak, D., & Coltman, P. (2015). Making learning visible: the role of language in the development of metacognition and self-regulation in young children. In S. Robson, & S. Flannery Quinn (Eds.), The Routledge International Handbook of Young Children’s Thinking and Understanding(pp.199-214).London: Routledge (347 libraries).

    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 S. Volet, & M. Vauras (Eds.), Interpersonal Regulation of Learning and Motivation:  Methodological Advances (pp.14-44). London: Routledge (347 libraries).

    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 D. Whitebread, N. Mercer, C. Howe, & A. Tolmie (Eds.) Self-regulation and dialogue in primary classrooms British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education- Current Trends, N 10(pp.127-146).

    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 I. Mena, M. R. Lissi, Alcalay, L., & Milicic, N. (Eds.) Educación y Diversidad: Aportes desde la Psicología Educacional (pp.71-94).Santiago, Chile: Ediciones UC.

    Whitebread, D. & Pino-Pasternak, D. (2010). Metacognition, self-regulation & meta-knowing. In K., Littleton, C., Wood, & J. Klein Staarman (Eds.), International Handbook of Psychology in Education(pp.673-711). Bingley, UK: Emerald.


    Pino-Pasternak, D., & Volet, S. (2018). Evolution of pre-service teachers’ attitudes towards learning science during an introductory science unit. International Journal of Science Education, DOI: 10.1080/09500693.2018.1486521 (Q1, Education)

    Malpique, A. A., Pino-Pasternak, D., & Valcan, D. (2017). Handwriting automaticity and writing instruction in Australian kindergarten: An exploratory study. Reading and Writing.doi: 10.1007/s11145-017-9753-1 (Q1, Education; Linguistics and Language)

    Valcan, D., Davis, H., & Pino-Pasternak, D.(2017). Parental behaviours predicting early childhood executive functions: A meta-analysis. Educational Psychology Review.doi:10.1007/s10648-017-9411-9 (Q1, Developmental and Educational Psychology)

    Neale, D., & Pino-Pasternak, D. (2016). A review of reminiscing in early childhood settings and links to sustained shared thinking. Educational Psychology Review.doi: 10.1007/s10648-016-9376-0 (Q1, Developmental and Educational Psychology)

    Pino-Pasternak, D., Whitebread, D., & Basilio, M. (2014). Intervention and classroom contexts that promote Self-Regulated Learning: Two intervention studies in United Kingdom primary classrooms. Psykhe, 23, 1-13. doi:10.7764/psykhe.23.2.739. (Q3, Psychology – Miscellaneous)

    Pino-Pasternak, D. (2014). Applying an observational lens to identify parental behaviours associated with children’s homework motivation. British Journal of Educational Psychology.doi: 10.1111/bjep.12043 (Q1 Education; Developmental and Educational Psychology)

    Pino-Pasternak, D. & Whitebread, D. (2010). The role of parenting in children’s self-regulated learning. Educational Research Review, 5, 220-242.doi:10.1016/j.edurev.2010.07.001 (Q1, Education)

    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. doi:10.1080/07370008.2010.490494(Q1, Education; Developmental and Educational Psychology)

    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 Learning4, 63-85. doi: 10.1007/s11409-008-9033-1 (Q1, Education)

    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.doi:

    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. doi:10.1080/03004270585200081 (Q3, Education)