Dianne Toe - Academia.edu (original) (raw)

Papers by Dianne Toe

Australian Journal of Teacher Education, Apr 1, 2022

Teachers with a high sense of self-efficacy are more resilient to difficulties, experience greate... more Teachers with a high sense of self-efficacy are more resilient to difficulties, experience greater job satisfaction and have higher expectations of their students. This study investigated teacher selfefficacy in high performing teachers at two points in their development: 1) as preservice teachers, halfway through their undergraduate degree using the Teacher Self-Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) 2) as new graduates through a qualitative interview focused on efficacy. These 24 teachers participated in the National Exceptional Teaching for Disadvantaged Schools program (NETDS) at Deakin University during their BEd (Primary) degree. They demonstrated lower self-efficacy than their peers in Efficacy for Instructional Strategies (TSES). As graduates, however, they presented as confident teachers with high self-efficacy. It appears that their studies, their placements in low socioeconomic schools and as well mentored new graduate teachers, had helped make them into effective teachers who were ready for their new profession.

The Oxford Handbook of Deaf Studies in Learning and Cognition

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when commu... more Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions w...

Seminars in Hearing, 1999

Deafness & Education International

Professional learning and identities in teaching : international narratives of successful teachers, 2021

Professional Learning and Identities in Teaching, 2021

This chapter synthesizes the findings of a number of recent studies conducted by the authors. The... more This chapter synthesizes the findings of a number of recent studies conducted by the authors. The focus will be on spoken interactions between school-aged students who are deaf and hard of hearing, and their hearing peers. Many of the participants in these studies have worn hearing aids and/or cochlear implants since infancy and have been educated in inclusive settings. The context of these studies includes face-to-face interactions during a question/answer game, in free conversation, and during an expository task. This chapter will examine the verbal and nonverbal conversational skills 'of these students within these different contexts. Using a range of quantitative and qualitative analyses, the development of pragmatic skills in students with hearing loss will be documented, and possible implications for language support and the development of social skills will be discussed.

The aim of this study is to examine how International Baccalaureate (IB) Primary Years Programme ... more The aim of this study is to examine how International Baccalaureate (IB) Primary Years Programme (PYP) schools define the purpose of educational assessment in their assessment policies and practices. Educational assessment in this study is broadly defined to include standardized tests, and formative and summative assessment. This investigation offers a deeper understanding of the assessment cultures of eight PYP schools and provides insights into the current assessment literacy of teachers. The researchers employed a multiple case-study approach, with two phases of data collection: an online survey of teachers and detailed teacher focus groups and coordinator interviews to follow-up on themes identified in the survey. Assessment in the PYP case-study schools was described as holistic and ongoing, and involved a wide range of assessment strategies. Assessment as learning, however, emerged as an approach still in development in the schools. Teachers enthusiastically supported the deve...

Discourse Studies, 2017

This article investigates differences in pragmatic abilities between children who have cochlear i... more This article investigates differences in pragmatic abilities between children who have cochlear implants and their hearing peers. Recordings of 10-minute conversations between 10 children with cochlear implants (children with age-equivalent language scores) and a hearing peer were transcribed. Conversation analysis provides insights into interactional troubles not evident in broader measures of number of turns, requests for clarification, topic initiation and so on used in earlier studies. How the children go about repair proves of particular interest; other-initiated repair that prompts the speaker to repeat the prior utterance is, not surprisingly, more commonly produced by the children who have cochlear implants. The key contribution of this article, however, is to detail examples where children with cochlear implants choose not to initiate repair of an error made by their hearing friend. The discussion not only highlights the interactional cost of initiating repair, but also dem...

Perspectives in Pragmatics, Philosophy & Psychology, 2017

The aim of this study is to detect the variations in cochlear size which may help in selection of... more The aim of this study is to detect the variations in cochlear size which may help in selection of the best cochlear implant electrode length and may also influence the insertion depth angles of the electrode arrays. To achieve this goal, 40 patients (21 females and 19 male) were included, their age ranged from 4 to 57 years (mean 24.63±17.30 years), pre-and postoperative non-contrast CT examination of the petrous bone was performed. It showed that, the cochlear distance (diameter A) ranged between 7.10-10.10mm (mean 8.53 ± 0.56mm) ,The cochlear duct length ranged between 25.50-38.0mm (mean 31.45 ± 2.33mm), postoperative, insertion depth angles ranged between 405 to 500o (mean 450.17±36.77), for advanced bionics, 211.0-420.0o (mean 367.56 ± 71.81o) for cochlear nucleus, 371.0-520.0o (mean 456.14 ± 61.33o) for Flex 28, and 475.0-598.0o (mean 513.06 ± 31.76 o) for Med-El standard electrode, a non-significant correlation was found between the insertion depth angles and the cochlear distance. A statistically significant positive correlation was found between the insertion depth angle and length of the electrode array. Therefore, it is concluded that assessing the cochlear parameters helps to choose the optimal electrode to provide proper cochlear coverage while avoiding insertional trauma.

Paediatric Audiological Medicine, 2009