Biography
I am a passionate teacher educator and I have an enduring commitment to supporting the development of deaf and hard of hearing children. My background is in Psychology, Audiology, Deaf Education and Teacher Education, working in these fields since 1983, with 27 years as an academic. A strong foundation in developmental psychology underpins all of my work. I teach on the Bachelor of Education (Primary) course with a focus on pedagogy, inclusive education and personalising learning. My work at Deakin University is firmly focused on the preparation of high-quality teacher graduates. I work with a team of passionate educators on the National Exceptional Teaching for Disadvantaged Schools program, preparing over 100 new graduates to work in low SES schools. As the Director Professional Practice, I facilitate the alignment of theory and practice in all of our Initial Teacher Education courses
My publications are in the fields of pragmatic development of deaf and hard of hearing children, Asia literacy, and teacher education for disadvantaged schools. My research uses empirical methodologies and mixed methods to investigate the assessment and education of children and young people who are deaf and hard of hearing. I have extensive experience in preparing teachers of the deaf and classroom teachers to work in inclusive settings and I have been actively involved in research relating to the development of pragmatic language skills in children who are deaf or hard of hearing for more than 20 years, publishing widely and sharing this work in a range of international forums. I am a respected presenter in teacher professional development. Together with Associate Professor Louise Paatsch, our research investigates pragmatic skills of students with hearing loss and their hearing peers within the contexts of question-and-answer games, expository discourse and spontaneous conversations. We have identified the connections between pragmatic skill development and both cognition and literacy.
Read more on Dianne's profileResearch interests
The pragmatic skills of deaf or hard of hearing children
Teacher education for low SES schools
National Exceptional Teaching for Disadvantaged Schools program
IBPYP Assessment practices
Affiliations
Victorian Institute of Teaching
Member of AARE
Teaching interests
Bachelor of Education (Primary)
ETP403 University ot work transition
ETP200 Classroom Relationships
Conferences
- Australian Association for Research in Education (AARE)
- International Conference of Educators of the Deaf (ICED)
- Australian & New Zealand Conference for Educators of the Deaf (ANZCED)
- Association for Teacher Education in Europe (ATEE)
- Child Language Symposium
- American Speech & Hearing Association (ASHA)
Research groups
Radcliffe Institute for Advanced Study
Harvard University
https://www.radcliffe.harvard.edu/seminars-and-workshops/pragmatic-language-skills-in-deaf-and-hard-hearing-children
Projects
- The development of children's conversation skills
- Pragmatic skills in deaf and hard of hearing children
- National Exceptional Teachers for Disavantaged Schools Project
- Assessment practices in IBPYP schools
Publications
Abandoning a discourse of poverty to develop equitable educational practices through family school partnerships
G Baxter, D Toe
(2023), Educational Review, C1
Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates
D Toe, L Longaretti
(2022), Vol. 47, pp. 1-20, Australian Journal of Teacher Education, Perth, WA, C1
Supporting pragmatic skills in deaf and hard-of-hearing students during peer-to-peer interactions
Louise Paatsch, Kaye Scott, Dianne Toe
(2022), Vol. 24, pp. 314-333, Deafness & Education International, London, Eng., C1
Lynette Longaretti, Dianne Toe
(2021), pp. 72-88, Professional learning and identities in teaching : international narratives of successful teachers, Abingdon, Eng., B1
Gillian Baxter, Dianne Toe
(2021), pp. 1-23, Educational action research, Abingdon, Eng., C1
Dianne Toe, Dianne Toe, Louise Paatsch, Louise Paatsch, Amy Szarkowski, Amy Szarkowski
(2020), pp. 1-31, The Oxford handbook of deaf studies in learning and cognition, [Oxford, Eng.], B1
Louise Paatsch, Louise Paatsch, Dianne Toe, Dianne Toe
(2020), pp. 1-24, The Oxford Handbook of Deaf Studies in Literacy, Oxford, Eng., B1
Final year preservice teachers' views of professional experience in partnership schools
Dianne Toe, Christine Ure, Damian Blake
(2020), Vol. 45, pp. 104-127, Australian journal of teacher education, Mt. Lawley, W.A., C1
The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms
Louise Paatsch, Dianne Toe
(2020), Vol. 146, pp. S292-S297, Pediatrics, Evanston, Ill., C1
Pragmatics in deaf and hard of hearing children: an introduction
A Szarkowski, D Toe
(2020), Vol. 146, pp. S231-S236, Pediatrics, Elk Grove Village, Ill., C1
The assessment of pragmatic skills in young deaf and hard of hearing children
Dianne Toe, Deborah Mood, Tova Most, Elizabeth Walker, Stacey Tucci
(2020), Vol. 146, pp. S284-S291, Pediatrics, Elk Grove Village, Ill., C1
D Toe, L Paatsch, A Szarkowski
(2019), Vol. 24, pp. 189-200, Journal of Deaf Studies and Deaf Education, United States, C1
Communicative competence of oral deaf children while explaining game rules
D Toe, L Paatsch
(2018), Vol. 23, pp. 369-381, Journal of Deaf Studies and Deaf Education, United States, C1
Hearing loss and cochlear implantation
L Paatsch, D Toe, A Church
(2017), Vol. 11, pp. 411-439, Research in clinical pragmatics, Cham, Switzerland, B1
Some trouble with repair: conversations between children with cochlear implants and hearing peers
A Church, L Paatsch, D Toe
(2017), Vol. 19, pp. 49-68, Discourse studies, London, Eng., C1
L Longaretti, D Toe
(2017), Vol. 42, pp. 1-18, Australian Journal of Teacher Education, C1
The fine art of conversation: the pragmatic skills of school-aged children with hearing loss
L Paatsch, D Toe
(2016), pp. 94-112, Oxford handbook of deaf studies in language, Oxford, Eng., B1
The development of pragmatic skills in children and young people who are deaf and hard of hearing
D Toe, P Rinaldi, M Caselli, L Paatsch, A Church
(2016), pp. 247-269, Diversity in deaf education, Oxford, Eng., B1
D Gibson, L Paatsch, D Toe
(2016), Vol. 40, pp. 1-20, Australasian Journal of Special Education, C1
Assessing Asia literacy in Australian teachers
D Toe
(2015), pp. 73-88, Asia literate schooling in the Asian century, Abingdon, Eng., B1
Teachers' aides working in secondary school settings: preparedness and professional learning
D Gibson, L Paatsch, D Toe, M Wells, S Rawolle
(2015), Vol. 4, pp. 71-87, Journal of education and learning, Ontario, Canada, C1
Assessment of student development and learning in IB PYP schools
D Toe, J Lang, L Paatsch, H Yim, W Jobling, B Doig, G Aranda
(2015), Geneva, Switzerland, A6
L Paatsch, D Toe
(2014), Vol. 19, pp. 1-19, Journal of deaf studies and deaf education, Cary, North Carolina, C1
The conversational skills of school-aged children with cochlear implants
D Toe, L Paatsch
(2013), Vol. 14, pp. 67-79, Cochlear implants international, Leeds, England, C1
Asia literacy and the Australian teaching workforce
C Halse, A Cloonan, J Dyer, A Kostogriz, D Toe, M Weinmann
(2013), Melbourne, Vic., A6
D Vosganoff, L Paatsch, D Toe
(2011), Vol. 13, pp. 70-88, Deafness and education international, West Yorkshire, U. K., C1
D Toe, L Paatsch
(2010), Vol. 15, pp. 228-241, Journal of deaf studies and deaf education, Cary, N. C., C1
Selecting amplification for children
D Toe
(2009), pp. 329-350, Paediatric audiological medicine, Malden, Mass., B1-1
Managing the listening environment : classroom acoustics and assistive listening devices
D Toe
(2009), pp. 372-388, Paediatric audiological medicine, Malden, Mass., B1-1
The development of pragmatic skills in children who are severely and profoundly deaf
D Toe, R Beattie, M Barr
(2007), Vol. 9, pp. 101-117, Deafness and Education International, C1-1
Supporting children with cochlear implants in the educational environment
D Toe
(2004), pp. 175-182, Educating Deaf Students: Global Perspectives, B1-1
Funded Projects at Deakin
Other Public Sector Funding
Evaluation of Acoustic Support Projects
Prof Dianne Toe
The University of Melbourne (DEECD project)
- 2012: $13,709
Asia Capability for School Leaders Project
Prof Dianne Toe, Adj/Prof Christine Halse
DETVic Grant - Research - Department of Education and Training Victoria
- 2016: $17,500
National Exceptional Teachers for Disadvantaged Schools program (NETDS)
Prof Dianne Toe, Dr Lynette Longaretti, Dr Julie Arnold, Dr Kim Davies
Department of Education and Training Victoria
- 2018: $71,000
Aboriginal Teacher Workforce Pilot Literature Review and Analysis.
Prof Dianne Toe, Dr Lynette Longaretti, Mrs Debra Dank, Ms Lisa Bell, Mrs Kate Chealuck
Department of Education and Training Victoria
- 2018: $40,820
Developing the National Exceptional teaching for Disadvantaged Schools Program.
Prof Dianne Toe, Dr Lynette Longaretti, Dr Julie Arnold, A/Prof Matthew Thomas
DETVic Grant - Research - Department of Education and Training Victoria
- 2020: $106,250
National Exceptional Teaching for Disadvantaged Schools 2021.
Prof Dianne Toe, Dr Lynette Longaretti, Dr Julie Arnold, A/Prof Matthew Thomas
DETVic Grant - Research - Department of Education and Training Victoria
- 2021: $83,430
Study and Pilot testing of a Multi-Provider Teaching Academy of Professional Practice Model for workforce creating in Victorian Rural and Regional.
Prof Damian Blake, Prof Amanda Mooney, A/Prof Matthew Thomas, Prof Dianne Toe, Mrs Edwina El Hachem
DETVic Grant - Research - Department of Education and Training Victoria
- 2021: $150,000
Access Quality Teaching
Dr Lynette Longaretti, A/Prof Matthew Thomas, Dr Claire Charles, Dr Julie Arnold, Prof Dianne Toe
DETVic Grant - Research - Department of Education and Training Victoria
- 2023: $83,750
- 2022: $87,325
- 2021: $90,000
Industry and Other Funding
Asia Literacy Project
Adj/Prof Christine Halse, Hon Prof Anne Cloonan, A/Prof Alex Kostogriz, Prof Dianne Toe, Ms Julie Dyer, A/Prof Michiko Weinmann
Aust Institute for Teaching and School Leadership
- 2013: $107,750
- 2012: $107,750
An investigation of the role of text-based computer mediated conversations in facilitating peer relationships
Prof Dianne Toe, Prof Louise Paatsch
Telematics Course Development Fund Trust Grant - Research
- 2012: $27,614
National Exceptional Teachers for Disadvantaged Schools program (NETDS)
Prof Dianne Toe, Dr Lynette Longaretti
Origin Foundation Pty Ltd
- 2015: $102,604
- 2014: $40,000
International Baccalaureate: Assessment of Student' Aged 3-12 for Development and Learning
Prof Dianne Toe, A/Prof Bonnie Yim, A/Prof Josephine Lang, Prof Louise Paatsch, Dr Brian Doig, Dr Wendy Jobling, Dr George Aranda
International Baccalaureate Organization - Switzerland
- 2015: $36,586
- 2014: $17,577
Paid Non-local Study Leave Scheme (Australia) in the 2017/18 School Year
A/Prof Tim Corcoran, Prof Julianne Moss, Prof Louise Paatsch, Prof Dianne Toe, Dr Ben Whitburn, Dr Maria Nicholas, Dr Kim Davies, Dr Claire Spicer, Prof Christine Ure, Dr Joanne Quick
Education Bureau The Government of the Hong Kong Special Administrative Region
- 2018: $160,522
The relationship between theory of mind development, metacognitive reading skills and reading comprehension skills in children and young people who are deaf or hard of hearing (DHH).
Prof Louise Paatsch, Dr Kaye Scott, Prof Dianne Toe
Deafness Foundation Education Research Fellow
- 2020: $6,818
- 2019: $20,454
The use of pragmatic skills by people who are deaf and hard of hearing: Perspectives of children, adolescents, young adults, and parents.
Prof Louise Paatsch, Prof Dianne Toe, Prof Tova Most, A/Prof Anat Zaidman-Zait
Deafness Foundation Grant
- 2019: $8,339
Supervisions
Diane Carroll
Thesis entitled: Education Reform, the Real Cost: Education Outcomes at the Expense of the School Principal.
Doctor of Philosophy (Education), School of Education
Kaye Scott
Thesis entitled: Relationship Between Reading Comprehension and Metacognitive Skills in Deaf Children
Doctor of Philosophy (Education), School of Education
Shirley Soh
Thesis entitled: Leadership in Early Childhood Education in Singapore
Doctor of Philosophy (Education), School of Education
Gillian Baxter
Thesis entitled: Family School Partnerships within an Era of Reform
Doctor of Philosophy (Education), School of Education
Maria Nicholas
Thesis entitled: Mothers' interactions with two-year-olds when reading printed and electronic texts
Doctor of Philosophy (Education), School of Education
Dianne Gibson
Thesis entitled: Teachers' aides training and professional learning in mainstream secondary schools
Doctor of Philosophy (Education), School of Education