Deborah Pino-Pasternak

Deborah Pino-Pasternak
University of Canberra · Faculty of Education

PhD; MPhil; BEd
Currently working on self-regulation in Early Childhood and Reading/Writing development and pedagogy.

About

32
Publications
22,673
Reads
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1,093
Citations
Introduction
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.
Additional affiliations
January 2011 - December 2018
Murdoch University
Position
  • Lecturer
March 2009 - December 2010
University of Cambridge
Position
  • Research Associate
January 2008 - January 2009
University College London
Position
  • PostDoc Position

Publications

Publications (32)
Article
Full-text available
Teamwork capabilities are essential for 21st century life, with groupwork emerging as a fruitful context to develop these skills. Case studies that explore interpersonal affect dynamics in authentic higher education groupwork settings can highlight collaborative skills development needs. This comparative case-study traced the sociodynamic evolution...
Article
Full-text available
Group cohesion is an affect-laden construct, with a large body of research indicating its importance for success of teams. Surprisingly, it has received scant attention in collaborative learning contexts, and little is known about its development as dynamically emergent in the spontaneous, interdependent actions of actors during groupwork. This pap...
Article
Full-text available
Providing adequate writing instruction and practice in schools is an essential cornerstone of writing development and it affords a diagnostic approach for teachers. But what writing instruction is being practiced in Australian primary schools? The aim of this study was to survey a sample of teachers (n = 310) about their instructional practices for...
Article
This is a collaborative tribute to Dr David Whitebread. In remembrance of his stellar career as an research, educator, supervisor and play advocate.
Article
Executive functioning (EF) and self-regulated learning (SRL) are established predictors of academic achievement, both concurrent and future. Although it has been theorized that EF development enables SRL in early childhood, this directional model remains empirically untested against plausible alternatives. Thus, this study investigated the longitud...
Article
Interpersonal affect in face-to-face small groupwork, though pervasive in university and work environments, is rarely examined as the fine-grained sequential interactions in which it manifests. This review synthesized 21 recent studies in tertiary collaborative learning and organizational research that have used observation methods to investigate a...
Article
Executive functioning (EF) in early childhood predicts both concurrent and future academic achievement. Nevertheless, few studies have investigated the potential pathways through which this might occur. The present study compared two models through which EF might plausibly predict academic outcomes one year later. Structural equation modelling anal...
Article
This study examined the nature of effort towards challenge in stories recommended for young children in Indonesian schools. One hundred and nine stories with challenge information, recommended by the Indonesian government for Years 1 and 2 were analyzed, using a combination of content and structural analyses. When exploring the characters’ efforts...
Article
This paper investigates associations between pre-service primary teachers’ attitudinal profiles towards science learning (n = 108) and their learning outcomes in an introductory science unit. It expands on previous work on this cohort that used person-centred analyses (cluster analysis) to identify attitudinal profiles at the start and end of the u...
Article
Full-text available
Theories of writing development and accumulating evidence indicate that handwriting automaticity is related to the development of effective writing skills, and that writing and reading skills are also associated with each other. However, less is known about the nature of these associations and the role of instructional factors in the early years. T...
Presentation
Dr Pino-Pasternak conducted this workshop with a group of 40 ACT teachers and schools leaders. In this workshop participants developed their understanding of self-regulation of learning and behaviour and discussed effective strategies to enhance self-regulated learning in the classroom. Findings from the DECRA Project "Contextual Supports for the E...
Chapter
The aim of the present chapter is to contribute to the understanding of family contexts as an antecedent of early self-regulation. The chapter commences with a review of extant literature examining associations between self-regulation and early school success, as well as research examining how family contexts influence self-regulatory development....
Chapter
Bloomsbury Education and Childhood Studies
Article
This qualitative study explored the interactions of six triads of Year One students in the United Kingdom (n = 18; mean age = 5 years, 7 months; 9 female) investigating interpersonal regulation of learning, social dynamics, and group dialogue, evident in instances of productive collaboration during problem‐solving activities. Group activity was cap...
Article
Full-text available
Recent research indicates that parental behaviours may influence the development of executive functions (EFs) during early childhood, which are proposed to serve as domain-general building blocks for later classroom behaviour and academic achievement. However, questions remain about the strength of the association between parenting and child EFs, m...
Article
Primary teachers, despite their critical role in fostering student interest in science, lack confidence and have negative attitudes towards teaching science, with this trend starting during initial teacher education. Though research on attitudes towards teaching science is well established, less is known about attitudes towards learning science. In...
Article
Full-text available
Accumulating evidence indicates handwriting automaticity is related to the development of effective writing skills. The present study examined the levels of handwriting automaticity of Australian children at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade.The current study involved...
Article
Full-text available
The importance of parent–child reminiscing for young children’s social and cognitive development has been well established, but despite the increasing numbers of children attending formal early childhood settings such as nurseries and preschools, there has been surprisingly little research exploring educator–child reminiscing in these contexts. Fur...
Article
This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropr...
Article
Background: Extant research has traditionally associated children's achievement motivation with socio-emotional parental behaviours such as demonstrations of affect, responsiveness, and the degree of parental control. Aims: This study explored the extent to which parental socio-emotional and instructional behaviours (including the contingency of...
Chapter
Background The quality of primary children’s classroom talk, and the development of their self-regulatory abilities, have both been shown to significantly benefit from informed pedagogical approaches. However, two consistent findings of intervention studies in these areas is that interventions conducted by researchers are often more effective than...
Article
Full-text available
This paper reports the results of a systematic literature review on empirical studies exploring relationships between parental behaviours and children's self-regulated learning (SRL). The literature search resulted in 22 studies published between 1980 and 2009. Studies were analysed in terms of their research findings and their methodological appro...
Article
This study explored the extent to which parents were able to scaffold their children's Self-Regulated Learning (SRL) in the context of authentic academic tasks and attempted to identify specific dimensions within the parent–child interaction (socioemotional and instructional) that were related to children's SRL. Fifteen Chilean parents and their un...
Chapter
This paper reports the results of a systematic literature review on empirical studies exploring relationships between parental behaviours and children's self-regulated learning (SRL). The literature search resulted in 22 studies published between 1980 and 2009. Studies were analysed in terms of their research findings and their methodological appro...
Article
This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition and self-regulation in young children in the 3-5 year age range. It is argued that the development of observational tools, although containing methodological difficulties, allows us to make more valid assessments of child...
Article
This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition and self-regulation in young children in the 3–5year age range. It is argued that the development of observational tools, although containing methodological difficulties, allows us to make more valid assessments of childr...
Article
The authors present findings from a large 2-year study exploring the development of self-regulatory and metacognitive abilities in young children (aged 3 to 5 years) in educational naturalistic settings in the United Kingdom (English Nursery and Reception classrooms). Three levels of analysis were conducted based on observational codings of categor...
Article
Full-text available
This paper describes a research project currently running in Cambridgeshire Foundation Stage settings exploring the development of independent learning in young children. In the first year the project has explored the work of 16 practitioners working with 3–5 year old children, using a range of methodologies including questionnaires, interviews and...

Questions

Question (1)
Question
My PhD students is working a on a meta-analysis of longitudinal studies reporting associations between parental behaviours and Executive Functions.

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Projects

Projects (5)
Project
Self-regulated learning (SRL) occurs when students set learning goals, select strategies and regularly monitor and evaluate the effectiveness of their performance (Zimmerman, 2013). SRL has been extensively studied and there is consensus that motivational, cognitive and metacognitive strategies that underpin SRL can be explicitly taught (Dignath van Ewijk & Veenman, 2020). Unfortunately, observational studies have shown that teachers rarely engage in the explicit and sustained teaching of SRL strategies (Dignath & Büttner, 2018). This project evaluates a professional learning intervention about SRL within an authentic school context. Changes in leader/teacher practice and student SRL will be assessed.
Project
The main objective of this project is to provide critical information on writing instruction in Australian primary schools. Teachers from across Australian states and territories will be surveyed on their preparedness, practices and perceptions about teaching writing in Australian primary classrooms, including instructional practices to support students experiencing difficulties learning to write. This project has been funded by a grant from the Collier Charitable Fund.
Project
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 has been funded by a grant from the Ian Potter Foundation and is part of the State Library of Western Australia Literacy Strategy for 2017-2027.