Deborah Pino Pasternak
Position/Status
- Research Associate
E-mail Address
dsp26@cam.ac.uk
Phone
+44 (0) 1223 767653
Qualifications
- BA Special Educational Needs, Metropolitan University of Educational Sciences, Chile
- MPhil Psychology and Education, University of Cambridge
- PhD Psychology and Education, University of Cambridge
Membership of Professional Bodies/Associations
-
European Association for Research on Learning and Instruction (EARLI). Special Interest Groups: SIG 16 (Metacognition), SIG 8 (Motivation and Emotion)
Profile
Deborah qualified as a Special Educational Needs teacher in Santiago, Chile. Before starting her postgraduate studies at the Faculty in 2002, she worked for 6 years with hearing impaired children and their parents in the development of auditory skills and language in the context of meaningful family interactions. She also worked with local schools in the generation of inclusive classroom environments. Her research interests are concerned with the role of social interactions on children's learning. In particular, she is interested in adult-child and child-child forms of interaction and dialogue that impact on the development of metacognition, motivation and, overall, self-regulated approaches to learning. She is also interested in developing interventions to enhance children's self-regulated learning in family and classroom contexts and in exploring the potential impact of self-observation and reflection as a tool for triggering adult behavioural change as part of intervention programmes.
Research Topics
- Social interaction, dialogue and children's cognitive development
- Children's development of metacognition and motivation
- Intervention research in classroom and family contexts
- Observational research (Verbal and non-verbal behaviours)
- The role of adult awareness on behavioural change
Current Research Project
Children Articulating Thinking (ChAT): an internally funded project commencing in March 09 which aims to examine the role of classroom talk in the development of Year 1 children's metacognition and self-regulation. Project Director: Dr David Whitebread.
Publications
Whitebread, D., Coltman, P., Pino Pasternak, D., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q. and 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.
Pino Pasternak, D. and Whitebread, D. (2007). Developing frameworks and tools for the analysis of parent-child interactions and their impact on self-regulated learning. Transylvanian Journal of Psychology, Special Issue N° 2, Supplement N°2, 335-356.
Whitebread, D., Pino Pasternak, D., Sangster, C. and 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. and 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 (3), 433-455.
Whitebread, D., Anderson, H., Coltman, P., Page, C., Pino Pasternak, D. and Mehta, S. (2005). Developing Independent Learning in the Early Years. Education 3-13, 33 (1), 40-50.
Forthcoming
Whitebread, D. and Pino Pasternak, D. (in press). Metacognition, self-regulation and meta-knowing. In Littleton, K., Wood, C. and Klein Staarman, J. (Eds.) Elsevier Handbook of Education: New Perspectives on Learning and Teaching. Oxford: Elsevier.