Profile image of Dianne Toe

Prof Dianne Toe

STAFF PROFILE

Position

Honorary Professor

Faculty

Faculty of Arts and Education

Department

School of Education

Campus

Melbourne Burwood Campus

Qualifications

Graduate Diploma in Education (Primary), Royal Melb Inst. of Technology, 2003
Doctor of Philosophy, University of Melbourne, 1998
Master of Philosophy, Victoria U. Manchester, 1986
Bachelor of Arts, University of Melbourne, 1982

Contact

d.toe@deakin.edu.au
+61 3 522 71455

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 profile

Research 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

Filter by

2021

If I can do it at this school you can put me anywhere : Case studies from Australian graduate teachers in diverse and challenging schools

Lynette Longaretti, Dianne Toe

(2021), pp. 72-88, Professional learning and identities in teaching : international narratives of successful teachers, Abingdon, Eng., B1

book chapter

'Parents don't need to come to school to be engaged:' teachers use of social media for family engagement

Gillian Baxter, Dianne Toe

(2021), pp. 1-23, Educational action research, Abingdon, Eng., C1

journal article
2020

It is more than language: the role of cognition in the pragmatic skills of children who are deaf and hard of hearing

Dianne Toe, Louise Paatsch, Amy Szarkowski

(2020), pp. 1-31, The Oxford handbook of deaf studies in learning and cognition, [Oxford, Eng.], B1

book chapter

The Interplay Between Pragmatics and Reading Comprehension in Children Who Are Deaf or Hard of Hearing

Louise Paatsch, Dianne Toe

(2020), pp. 1-24, The Oxford Handbook of Deaf Studies in Literacy, Oxford, Eng., B1

book chapter

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

journal article

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

journal article

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

journal article

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

journal article
2019

Assessing pragmatic skills using checklists with children who are deaf and hard of hearing: a systematic review

D Toe, L Paatsch, A Szarkowski

(2019), Vol. 24, pp. 189-200, Journal of deaf studies and deaf education, Oxford, Eng., C1

journal article
2018

Communicative competence of oral deaf children while explaining game rules

Dianne Toe, Louise Paatsch

(2018), Vol. 23, pp. 369-381, Journal of deaf studies and deaf education, Oxford, Eng., C1

journal article
2017

Hearing loss and cochlear implantation

L Paatsch, D Toe, A Church

(2017), Vol. 11, pp. 411-439, Research in clinical pragmatics, Cham, Switzerland, B1

book chapter

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

journal article

School leaders' perspectives on educating teachers to work in vulnerable communities: new insights from the coal face

L Longaretti, D Toe

(2017), Vol. 42, pp. 1-18, Australian journal of teacher education, Joondalup, W.A., C1

journal article
2016

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

book chapter

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

book chapter

An analysis of the role of teachers' aides in a state secondary school: Perceptions of teaching staff and teachers' aides

D Gibson, L Paatsch, D Toe

(2016), Vol. 40, pp. 1-20, Australasian Journal of Special Education, C1

journal article
2015

Assessing Asia literacy in Australian teachers

D Toe

(2015), pp. 73-88, Asia literate schooling in the Asian century, Abingdon, Eng., B1

book chapter

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

journal article

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

research report/technical paper
2014

A comparison of pragmatic abilities of children who are deaf or hard of hearing and their hearing peers

L Paatsch, D Toe

(2014), Vol. 19, pp. 1-19, Journal of deaf studies and deaf education, Cary, North Carolina, C1

journal article
2013

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

journal article

Asia literacy and the Australian teaching workforce

C Halse, A Cloonan, J Dyer, A Kostogriz, D Toe, M Weinmann

(2013), Melbourne, Vic., A6

research report/technical paper
2011

The mathematical and science skills of students who are deaf or hard of hearing educated in inclusive settings

D Vosganoff, L Paatsch, D Toe

(2011), Vol. 13, pp. 70-88, Deafness and education international, West Yorkshire, U. K., C1

journal article
2010

The communication skills used by deaf children and their hearing peers in a question-and-answer game context

D Toe, L Paatsch

(2010), Vol. 15, pp. 228-241, Journal of deaf studies and deaf education, Cary, N. C., C1

journal article
2009

Selecting amplification for children

D Toe

(2009), pp. 329-350, Paediatric audiological medicine, Malden, Mass., B1-1

book chapter

Managing the listening environment : classroom acoustics and assistive listening devices

D Toe

(2009), pp. 372-388, Paediatric audiological medicine, Malden, Mass., B1-1

book chapter
2007

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

journal article
2004

Supporting children with cochlear implants in the educational environment

D Toe

(2004), pp. 175-182, Educating Deaf Students: Global Perspectives, B1-1

book chapter

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, Dr 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, Dr 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, A/Prof Amanda Mooney, Dr Matthew Thomas, Mrs Edwina El Hachem, Prof Dianne Toe

DETVic Grant - Research - Department of Education and Training Victoria

  • 2021: $150,000

Access Quality Teaching

Dr Lynette Longaretti, Dr Matthew Thomas, Dr Claire Charles, Dr Julie Arnold, Prof Dianne Toe

DETVic Grant - Research - Department of Education and Training Victoria

  • 2022: $93,175
  • 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, Ms 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

Executive Supervisor
2022

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

Co-supervisor
2021

Kaye Scott

Thesis entitled: Relationship Between Reading Comprehension and Metacognitive Skills in Deaf Children

Doctor of Philosophy (Education), School of Education

Associate Supervisor
2022

Shirley Soh

Thesis entitled: Leadership in Early Childhood Education in Singapore

Doctor of Philosophy (Education), School of Education

2021

Gillian Baxter

Thesis entitled: Family School Partnerships within an Era of Reform

Doctor of Philosophy (Education), School of Education

2020

Maria Nicholas

Thesis entitled: Mothers' interactions with two-year-olds when reading printed and electronic texts

Doctor of Philosophy (Education), School of Education

2015

Dianne Gibson

Thesis entitled: Teachers' aides training and professional learning in mainstream secondary schools

Doctor of Philosophy (Education), School of Education