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A/Prof. Louise Paatsch

STAFF PROFILE

Position

Associate Head of School (Research)

Faculty

Faculty of Arts and Education

Department

SoE Arts & Education

Campus

Geelong Waurn Ponds Campus

Qualifications

Doctor of Philosophy, University of Melbourne, 2007

Biography

Louise Paatsch is an Associate Professor and the Associate Head of School (Research) in the School of Education, Deakin University. She is also the Deputy Director of Deakin University's Strategic Research Centre in Education - Research for Educational Impact (REDI). Her research focuses on children's and young people's communication, language, pretend play, and literacy development, with a strong focus on metapragmatic and pragmatic language use and the link to social communication. She also investigates teachers' talk patterns and intentional teaching practices in supporting children's and young people's communication, language, and play abilities. Louise also undertakes research that focuses on the communication, spoken language and literacy abilities of deaf and hard-of-hearing children and young people. She also works with teachers and educators to explore their own practices as reflective researchers to support positive outcomes for children, young people, and their families.

Louise employs mixed methods approaches including survey development, case studies, interventions, and video methodology. She also has extensive experience in presenting professional learning programs for early childhood educators, teachers, education support officers, and allied health professionals. Many of these programs include the use of participatory methodologies to support educators to research and reflect on their own practices, and to plan for future oral langauge, literacy and play teaching and learning.

Louise has published widely in high quality outlets including books, book chapters, refereed journal articles, commissioned research reports and conference proceedings. She has been invited to present keynotes and featured talks at various national and international conferences, workshops and community forums on key issues related to communication, language, play and literacy in children and young people.

Louise is currently the Victorian representative on the national Community of Associate Deans of Research in Education (cADRE), as well as the Associate Review Editor for Deafness Education International and Associate Editor for the Journal of Deaf Studies and Deaf Education.

Read more on Louise's profile

Research interests

Research Interests

Communication, language, pretend play, and literacy development in typically hearing and deaf and hard-of-hearing children and young people

Metapragmatic and pragmatic language use

Teacher and child talk patterns

Inclusive education

Researching with teachers

Completed HDR supervisory theses titles

  • Mothers' interactions with two-year-olds when reading printed and electronic texts
  • An Investigation of the Quality of Selected Kindergartens in China
  • An analysis of preschool children’s involvement in dramatic play
  • An investigation of educator-child relationships and wellbeing of under 3-year olds
  • Teachers’ aides training and professional learning in mainstream secondary schools
  • Visually Impaired Students in Higher Education: A UAE Case Study
  • Phonics intervention and its impact on the phonic skills, phonological awareness, speech perception, and speech production of children with hearing loss using spoken language
  • Proactive Psychosocial Attributes and Tactics of Vocationally and Socially Successful People who are Deaf: A Pragmatist study
  • The theoretical, political & practical challenges facing the psychosocial potential maximisation of people who are deaf

Current HDR supervisory theses titles

  • Emerging criteria for literary quality of interactive digital picture books
  • Psychological tools for a child with high-functioning autism: New applications of Vygotsky's developmental theory
  • Relationship between reading comprehension and Theory of Mind in deaf children
  • The nature of the reading support offered to students on Itinerant Teachers of the Deaf caseloads in Victoria
  • Professional Standards for Teachers: A study of Teachers of the Deaf
  • The Children Companion Project: supporting left-behind children in rural China
  • Storying childhood Identities: A narrative Inquiry
  • Infants' learning and involvement in a Singaporean context: A mixed methods approach
  • A primary caregiving system in selected childcare centres in Singapore: A mixed methods study
  • Supporting Self-regulation in Preschool children: Teachers' perspectives
  • Understanding how teaching mathematics as second language improves students' mathematical understanding
  • Leadership in Early Childhood in Singapore Context

Projects

2020-2021, Supporting Oral Language Early Years (SOLD-EY). Catholic Education Melbourne. Louise Paatsch & Andrea Nolan

2019 – ongoing, Supporting Oral Language (SOLD). Department of Education and Training Victoria. Louise Paatsch & Andrea Nolan

2019-ongoing, Early Childhood Professional Practice Partnerships. Department of Education and Training Victoria. Members: Natalie Robertson, Deb Moore, Andrea Nolan, Louise Paatsch, Anne-Marie Morrissey & Liz Rouse ($232,252)

2019, The use of pragmatic skills by people who are deaf and hard of hearing:  Perspectives of children, adolescents, young adults and parents. Deafness Foundation, Victoria. Louise Paatsch, Dianne Toe, Tova Most, & Anat Zaidman-Zait ($9,173)

2018, 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). Deafness Foundation, Victoria. Louise Paatsch, Kaye Scott & Dianne Toe ($30,000)

2018. Babies and bosses: A case study of work-based early childhood settings in Hong Kong. Hong Kong Christian Service. Louise Paatsch & Bonnie Yim ($56,250)

2018, Quality curriculum for under-3s: A case study in Hong Kong. Hong Kong Christian Service. Bonnie Yim & Louise Paatsch ($45,950)

2017. Paid non-local study leave scheme (Australia) in the 2017/18 School Year. Tim Corcoran, Julianne Moss, Louise Paatsch, Dianne Toe, Ben Whitburn, Maria Nicholas, Kim Davis, & Claire Spicer ($250,000)

2015-2017, Thinking differently about practice: Developmental Play. Victorian State Primary School. Andrea Nolan & Louise Paatsch ($30,547)

2016, Building Early Language and Literacy. Ardoch Youth Foundation. Andrea Nolan & Louise Paatsch ($21,643)

2015, Teacher talk in the early years: Building children’s oral language for literacy. Wyndham Best Start. Andrea Nolan, Louise Paatsch & Janet Scull ($10,000)

2015, Video-based Research in Education (VRiE). Deakin University. Lihua Xu, Linda Hobbs, Louise Paatsch, George Aranda and Joseph Ferguson ($5,454)

2014-2015, Creative, Critical, Digital: Connecting Home and School Literacies. Catholic Education Office, Melbourne, Anne Cloonan, Kirsten Hutchison & Louise Paatsch ($110,000)

2014, Assessment of Students’ Aged 3-12 for Development and Learning. International Baccalaureate Organisation (IBO). ($29,976)

2014, Community learning in the early years: A regional perspective.  Deakin University. ($14,000)

2013, Literacy & Numeracy Strategy. Literature Review. Department of Education and Early Childhood Development. ($60,000)

2013, Community learning in the early years: A regional perspective. Deakin University. ($8,400)

2012, Teaching Literature in Multimodal Environments: A Victorian Perspective.  Deakin University. ($20,000)

2011, Principal led school improvement and teacher capacity building in the Barwon South Network.  DEECD. ($116,000)

2011, An investigation of the role of text-based computer-mediated conversations in facilitating peer relationships.  Telematics Trust. ($27,614)

2010, Investigating narrative skills in adolescents with hearing loss: a longitudinal study. Deafness Foundation of Victoria. ($12,400)

Publications

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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

Supporting oral language learning in young children

Louise Paatsch, Andrea Nolan

(2020), pp. 1-15, Strong Foundations: evidence informing practice in early childhood education, Camberwell, Vic., B1

book chapter

Connections between children's involvement in dramatic play and the quality of early childhood environments

N Robertson, B Yim, L Paatsch

(2020), Vol. 190, pp. 376-389, Early child development and care, Abingdon, Eng., C1

journal article

Renewing literature circles: pedagogies for curated multimodal responses

Anne Cloonan, Louise Paatsch, Kirsten Hutchison

(2020), Vol. 73, pp. 647-656, The reading teacher, Newark, Del., C1

journal article

Reshaping home-school connections in the digital age: challenges for teachers and parents

K Hutchison, L Paatsch, A Cloonan

(2020), Vol. 17, pp. 167-182, E-learning and digital media, London, Eng., C1

journal article

Hear our Heart Ear Bus Project: Supporting families of Australian Indigenous and non-Indigenous children with Otitis Media

Donna Rees, Rachel Mills, Louise Paatsch

(2020), pp. 1-19, Deafness & Education International, London, Eng., C1

journal article
2019

Rethinking inequalities between deindustrialisation, schools and educational research in Geelong

E Mayes, A Keddie, J Moss, S Rawolle, L Paatsch, M Kelly

(2019), Vol. 51, pp. 391-403, Educational philosophy and theory, Abingdon, Eng., C1

journal article

Literature in the Australian english curriculum: Victorian primary school teachers' practices, challenges and preparedness to teach

Louise Paatsch, Kirsten Hutchison, Anne Cloonan

(2019), Vol. 44, pp. 60-76, Australian journal of teacher education, Joondalup, W.A., C1

journal article

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

Promoting teachers' agency and creative teaching through research

A Cloonan, K Hutchison, L Paatsch

(2019), Vol. 18, pp. 218-232, English teaching: practice and critique, Bingley, Eng., C1

journal article

Patterns of teacher talk and children's responses: the influence on young children's oral language

Louise Paatsch, Janet Scull, Andrea Nolan

(2019), Vol. 42, pp. 73-86, Australian journal of language and literacy, Bedford Park, S. Aust., C1

journal article
2018

Using video-stimulated interviews to foster reflection, agency and knowledge-building in research

Maria Nicholas, Louise Paatsch, A Nolan

(2018), pp. 213-226, Video-based research in education : cross disciplinary perspectives, Abingdon, Eng., B1

book chapter

(Re)affirming identities: implementing a play-based approach to learning in the early years of schooling

A Nolan, L Paatsch

(2018), Vol. 26, pp. 42-55, International journal of early years education, Abingdon, Eng., C1

journal article

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

Mothers' views on shared reading with their two-year olds using printed and electronic texts: Purpose, confidence and practice

M Nicholas, L Paatsch

(2018), Journal of early childhood literacy, London, Eng., C1

journal article

Mobilizing students' creative, critical text development through multimodal pedagogies

A Cloonan, Louise Paatsch, Kirsten Hutchison

(2018), pp. 1-14, The international journal of literacies, Champaign, Ill., 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

video-based methodologies: the affordances of different viewpoints in understanding teachers' tacit knowledge of practice that supports young children's oral language

A Nolan, L Paatsch, J Scull

(2017), pp. 1-12, International Journal of Research and Method in Education, London, Eng., C1

journal article
2016

Improving schools: productive tensions between the local, the systemic and the global

S Rawolle, M Wells, L Paatsch, R Tytler, C Campbell

(2016), Singapore, A1

book

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

Strangely familiar: teacher-researchers rethinking literacy pedagogies in digital environments

K Hutchison, L Paatsch, A Cloonan

(2016), Vol. 23, pp. 11-29, International journal of literacies, Champaign, IL., C1

journal article

Renewing assessment practices: literacy teaching and learning in digital environments

A Cloonan, K Hutchison, L Paatsch

(2016), Vol. 23, pp. 13-28, International journal of assessment and evaluation, Champaign, Ill., C1

journal article

A view through the long lens: pre-service teachers' perceptions of multi-campus course delivery

B Walker-Gibbs, L Paatsch, J Moles, H Yim, T Redpath

(2016), Vol. 13, pp. 1-10, Journal of university teaching and learning practice, Wollongong, N.S.W., C1

journal article
2015

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

Becoming a 21st century literacy teacher:provocations, perceptions and possibilities in teacher education

L Paatsch, A Cloonan, K Hutchison

(2015), Vol. 22, pp. 63-79, International journal of literacies, Champaign, Illinois, C1

journal article

Creative, critical, digital : connecting home and school literacies

A Cloonan, K Hutchison, L Paatsch

(2015), Melbourne, Vic., A6

research report/technical paper

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

Teachers researching their teaching: learning through practitioner inquiry

A Cloonan, L Paatsch, M Wells

(2014), pp. 37-62, Becoming a Teacher of Language and Literacy, Port Melbourne, Vic., B1

book chapter

Teacher and student agency in contemporary literacy classrooms

K Hutchison, A Cloonan, L Paatsch

(2014), pp. 157-176, Becoming a teacher of language and literacy, Port Melbourne, Vic., B1

book chapter

Inclusive literacy education

J O'Mara, L Paatsch

(2014), pp. 99-116, BECOMING A TEACHER OF LANGUAGE AND LITERACY, Cambridge, Eng., B1

book chapter

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, C1

journal article

Teacher practice: a spotlight on the use of feedback and conferencing in the first year of schooling

M Nicholas, L Paatsch

(2014), Vol. 39, pp. 130-152, Australian journal of teacher education, Perth, WA, C1

journal article

Innovating from the inside: teacher influence and the 'promisingness' of digital learning environments

A Cloonan, K Hutchison, L Paatsch

(2014), Vol. 11, pp. 582-592, E-learning and digital media, London, England, 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, C1

journal article

Young learners : teachers' questions and prompts as opportunities for children's language development

J Scull, L Paatsch, B Raban

(2013), Vol. 7, pp. 69-91, Asia-Pacific journal of research in early childhood education, Seoul, Korea, C1

journal article

Principal led school improvement and teacher capacity building in the Barwon South Network : final report, May 2013

S Rawolle, M Wells, L Paatsch, R Tytler, C Campbell

(2013), Geelong, Vic., A6-1

research report/technical paper

The literacy and numeracy strategy literature review

A Kostogriz, C Vale, G Auld, D Blake, L Bragg, S Ohi, T Ollis, J O'Mara, L Paatsch, G Williams

(2013), Melbourne, Vic., A6-1

research report/technical paper
2012

Social and professional participation of individuals who are deaf: Utilizing the psychosocial potential maximization framework

P Jacobs, P Brown, L Paatsch

(2012), Vol. 112, pp. 37-62, Volta Review, C1

journal article
2011

Reimagining poetry : innovative literacies, national agendas and digital landscapes

A Cloonan, K Hutchison, L Paatsch

(2011), pp. 81-98, Creating an Australian curriculum for English : national agendas, local contexts, Putney, NSW, B1

book chapter

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, 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, C1

journal article

Beliefs, practices, and expectations of oral teachers of the deaf

P Brown, L Paatsch

(2010), Vol. 12, pp. 135-148, Deafness and Education International, C1

journal article
2006

The effects of speech production and vocabulary training on different components of spoken language performance

L Paatsch, P Blamey, J Sarant, C Bow

(2006), Vol. 11, pp. 39-55, Journal of Deaf Studies and Deaf Education, C1-1

journal article
2005

Relationships Among Speech Perception and Language Measures in Hard-of-Hearing Children

P Blamey, J Sarant, L Paatsch

(2005), Advances in the Spoken Language Development of Deaf and Hard-of-Hearing Children, B1-1

book chapter
2004

The effects of phonological and morphological training on speech perception scores and grammatical judgments in deaf and hard-of-hearing children.

C Bow, P Blamey, L Paatsch, J Sarant

(2004), Vol. 9, pp. 305-314, Journal of deaf studies and deaf education, C1-1

journal article

Language outcomes for children with impaired hearing

P Blamey, C Bow, L Paatsch, J Sarant, K Galvin

(2004), Vol. 26, Australian and New Zealand journal of audiology, Bowen Hills, Qld., C1-1

journal article

Separating the contributions of hearing, lexical knowledge and speech production to speech perception scores in children with hearing impairments.

L Paatsch, P Blamey, J Sarant, L Martin, C Bow

(2004), Vol. 47, pp. 738-750, Journal of speech, language and hearing research, Rockville, Maryland, C1-1

journal article

Funded Projects at Deakin

Other Public Sector Funding

Evaluating student use of technology in a one-to-one computing program

A/Prof Anne Cloonan, Dr Kirsten Hutchison, A/Prof Louise Paatsch

  • 2010: $12,000

A short cycle model for school improvement in Barwon South Network

Dr Shaun Rawolle, Prof Russell Tytler, A/Prof Coral Campbell, A/Prof Louise Paatsch, Dr Muriel Wells

  • 2012: $69,600
  • 2011: $46,400

Literacy and Numeracy Strategy - Literature Review

A/Prof Colleen Vale, Prof Damian Blake, Dr Glenn Auld, Dr Leicha Bragg, A/Prof Louise Paatsch, Dr Trace Ollis, A/Prof Joanne O'Mara, Dr Sarah Ohi, Dr Gaye Williams

  • 2013: $54,420

Teacher talk in pre-school and early years of schooling classrooms: Building language and literacy in children from vulnerable communities - PILOT

Prof Andrea Nolan, A/Prof Louise Paatsch

  • 2014: $9,090

Thinking differently about practice: Developmental Play

Prof Andrea Nolan, A/Prof Louise Paatsch

  • 2017: $17,147
  • 2016: $7,636
  • 2015: $8,181

Supporting Oral Language Development (SOLD)

A/Prof Louise Paatsch, Prof Andrea Nolan

  • 2019: $14,400

Early Childhood Professional Practice Partnerships.

Dr Natalie Robertson, Prof Andrea Nolan, A/Prof Anne-Marie Morrissey, A/Prof Louise Paatsch, Dr Liz Rouse, Dr Deb Moore

  • 2019: $232,252

Industry and Other Funding

An investigation of the role of text-based computer mediated conversations in facilitating peer relationships

A/Prof Dianne Toe, A/Prof Louise Paatsch

  • 2012: $27,614

Creative, Critical, Digital: Connecting Home and School Literacies

A/Prof Anne Cloonan, Dr Kirsten Hutchison, A/Prof Louise Paatsch

  • 2016: $8,545
  • 2015: $30,363
  • 2014: $63,636

International Baccalaureate: Assessment of Student' Aged 3-12 for Development and Learning

A/Prof Dianne Toe, A/Prof Bonnie Yim, A/Prof Josephine Lang, A/Prof Louise Paatsch, Dr Brian Doig, Dr Wendy Jobling, Dr George Aranda

  • 2015: $36,586
  • 2014: $17,577

Building Early Language and Literacy

Prof Andrea Nolan, A/Prof Louise Paatsch, Prof Bridie Raban

  • 2016: $19,675

Paid Non-local Study Leave Scheme (Australia) in the 2017/18 School Year

A/Prof Tim Corcoran, Prof Julianne Moss, A/Prof Louise Paatsch, A/Prof Dianne Toe, Dr Ben Whitburn, Dr Maria Nicholas, Dr Kim Davies, Dr Claire Spicer, Prof Christine Ure, Dr Joanne Quick

  • 2018: $160,522

Quality curriculum for under-3s: A case study in Hong Kong

A/Prof Bonnie Yim, A/Prof Louise Paatsch

  • 2018: $22,963

Babies and bosses: A case study of work-based early childhood settings in Hong Kong.

A/Prof Bonnie Yim, A/Prof Louise Paatsch

  • 2018: $28,113

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).

A/Prof Louise Paatsch, Ms Kaye Scott, A/Prof Dianne Toe

  • 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.

A/Prof Dianne Toe, A/Prof Louise Paatsch, Prof Tova Most, A/Prof Anat Zaidman-Zait

  • 2019: $8,339

Supporting Oral Language Development (SOLD)

A/Prof Louise Paatsch, Prof Andrea Nolan

  • 2020: $21,000
  • 2019: $57,600

Supervisions

Principal Supervisor
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

Executive Supervisor
2020

Jingsi Mao

Thesis entitled: The Children Companion Project: Supporting Left-behind Children in Rural China

Doctor of Philosophy (Education), School of Education

Co-supervisor
2020

Ting Wei

Thesis entitled: An Investigation in the Quality of Selected Kindergartens in China

Doctor of Philosophy (Education), School of Education

Associate Supervisor
2017

Nicole Downes

Thesis entitled: An investigation of educator-child relationships and wellbeing of under 3-year-olds

Doctor of Philosophy (Education), School of Education

2016

Natalie Elizabeth Robertson

Thesis entitled: Children's Play: An Analysis of Involvement in Dramatic Play

Doctor of Philosophy (Education), School of Education

2014

Muna Mohamed Al Hammadi

Thesis entitled: Students with Vision Impairments in Higher Education, A UAE Case Study

Doctor of Philosophy (Education), School of Education