D P Thomas
Biographic Data
| ID | 5568108 |
|---|---|
| NAME | D P Thomas |
| GIVEN NAMES | D P |
| FAMILY NAME | Thomas |
| SIGNATURE | THOMAS D P |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0001-6400-6901 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Executive Functions and Reading in Children
This systematic review and meta-analysis examined the associations between executive functions (EFs) and reading in elementary school children. Framed by the unity and diversity model of EF and the direct and indirect effects model of reading, this review aimed to clarify how EFs (inhibition, shifting, and updating) uniquely contribute to reading development (word reading, listening comprehension, reading fluency, and reading comprehension). The …
Fostering equity in early years mathematics classrooms through the promotion of dialogic practices
Equity and marginalisation in mathematics education remains an ongoing concern. Classroom discourse has been seen to impact on student performance with dialogic practices being effective in providing for more equitable student participation. This paper investigates two examples of classroom discourse in relation to inclusive participation in early years mathematics classrooms. Drawing on data from a broader research project focusing on co-designi…
Mapping dialogic space in exploratory, disputational, and cumulative talk
Theoretical and practical interest in how classroom talk can aid thinking and learning has increased in recent decades. Key studies have identified three types of talk that characterise student collaborations in group learning tasks, namely disputational, cumulative, and exploratory talk. Exploratory talk is described as the most productive for thinking and learning, and key to this is the opening of dialogic spaces in which students explore and …
Figurative language and narrative writing
Figurative language is a prominent feature of contemporary primary/elementary English curricula globally, yet little is known about how students at different stages of primary school use figurative language in the context of narrative writing. This study presents a detailed analysis of the frequencies and uses of figurative devices in narratives written by ten Australian Year 3 and Year 5 students who scored highly on Australia’s standardised wri…
Language teachers regaining a sense of praxis in pronunciation teaching and learning through Exploratory Practice as professional learning in Australia
The development of oral language skills is a focus in adult migrant English as an additional language (EAL) education. However, teachers receive little training to teach pronunciation, a key area of oral language pedagogy. To address this gap, we designed an Exploratory Practice study with four teachers of pre-level students to discuss, experiment with, deliver, and reflect on pronunciation pedagogy over a six-month period in an Australia adult m…
Gender differences in reading and numeracy achievement across the school years
Developing students’ reading and numeracy skills remain key goals of contemporary schooling. In Australia, the National Assessment Program – Literacy and Numeracy (NAPLAN) tests have assessed these skills since 2008. Previous research found a significant gender gap in favour of females for the NAPLAN writing test, yet no study has examined whether gender gaps exist for reading and numeracy or their developmental pattern across the school years. G…
Patterns in literacy gender gaps
There is general agreement in primary education that boys as a group face greater challenges becoming literate than girls. Studies have found gender to be a strong predictor of student achievement on standardised literacy tests, fuelling arguments that boys are being failed by contemporary schooling. Australia's large-scale standardised assessment—NAPLAN—has tested students' literacy skills annually since 2008. Little research has investigated NA…
Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science
Many factors are claimed to explain Australian students’ declining participation rates in senior secondary science subjects. These include, for instance, the influences of SES, indigeneity, and gender. While acknowledging the compelling case for these factors affecting student pathways, in this study we explore associations between students’ literacy achievement test scores in early secondary school and their senior secondary participation in sci…
Structuring written arguments in primary and secondary school
University and school research partnerships as a source of professional growth in regional communities
Writing persuasive texts
Persuasive language has been described as the language of power. When a person can use persuasive language effectively in speech and writing, it increases their ability to participate and access power in democratic societies. Persuasive writing is one of three key text types in the Australian Curriculum: English, and language features of persuasive text types are taught across the curriculum. Australian students’ ability to write persuasive texts…
Elaborating a framework for communicating assessment aims in higher education
Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rheto…
A framework to support personalising prescribed school curricula
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised a…
Writing persuasive texts
Persuasive language has been described as the language of power. When a person can use persuasive language effectively in speech and writing, it increases their ability to participate and access power in democratic societies. Persuasive writing is one of three key text types in the Australian Curriculum: English, and language features of persuasive text types are taught across the curriculum. Australian students’ ability to write persuasive texts…
A framework to support personalising prescribed school curricula
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised a…
Elaborating a framework for communicating assessment aims in higher education
Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rheto…
Writing persuasive texts
Persuasive language has been described as the language of power. When a person can use persuasive language effectively in speech and writing, it increases their ability to participate and access power in democratic societies. Persuasive writing is one of three key text types in the Australian Curriculum: English, and language features of persuasive text types are taught across the curriculum. Australian students’ ability to write persuasive texts…
Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science
Many factors are claimed to explain Australian students’ declining participation rates in senior secondary science subjects. These include, for instance, the influences of SES, indigeneity, and gender. While acknowledging the compelling case for these factors affecting student pathways, in this study we explore associations between students’ literacy achievement test scores in early secondary school and their senior secondary participation in sci…
Structuring written arguments in primary and secondary school
University and school research partnerships as a source of professional growth in regional communities
Patterns in literacy gender gaps
There is general agreement in primary education that boys as a group face greater challenges becoming literate than girls. Studies have found gender to be a strong predictor of student achievement on standardised literacy tests, fuelling arguments that boys are being failed by contemporary schooling. Australia's large-scale standardised assessment—NAPLAN—has tested students' literacy skills annually since 2008. Little research has investigated NA…
Gender differences in reading and numeracy achievement across the school years
Developing students’ reading and numeracy skills remain key goals of contemporary schooling. In Australia, the National Assessment Program – Literacy and Numeracy (NAPLAN) tests have assessed these skills since 2008. Previous research found a significant gender gap in favour of females for the NAPLAN writing test, yet no study has examined whether gender gaps exist for reading and numeracy or their developmental pattern across the school years. G…
Mapping dialogic space in exploratory, disputational, and cumulative talk
Theoretical and practical interest in how classroom talk can aid thinking and learning has increased in recent decades. Key studies have identified three types of talk that characterise student collaborations in group learning tasks, namely disputational, cumulative, and exploratory talk. Exploratory talk is described as the most productive for thinking and learning, and key to this is the opening of dialogic spaces in which students explore and …
Figurative language and narrative writing
Figurative language is a prominent feature of contemporary primary/elementary English curricula globally, yet little is known about how students at different stages of primary school use figurative language in the context of narrative writing. This study presents a detailed analysis of the frequencies and uses of figurative devices in narratives written by ten Australian Year 3 and Year 5 students who scored highly on Australia’s standardised wri…
Language teachers regaining a sense of praxis in pronunciation teaching and learning through Exploratory Practice as professional learning in Australia
The development of oral language skills is a focus in adult migrant English as an additional language (EAL) education. However, teachers receive little training to teach pronunciation, a key area of oral language pedagogy. To address this gap, we designed an Exploratory Practice study with four teachers of pre-level students to discuss, experiment with, deliver, and reflect on pronunciation pedagogy over a six-month period in an Australia adult m…
Executive Functions and Reading in Children
This systematic review and meta-analysis examined the associations between executive functions (EFs) and reading in elementary school children. Framed by the unity and diversity model of EF and the direct and indirect effects model of reading, this review aimed to clarify how EFs (inhibition, shifting, and updating) uniquely contribute to reading development (word reading, listening comprehension, reading fluency, and reading comprehension). The …
Fostering equity in early years mathematics classrooms through the promotion of dialogic practices
Equity and marginalisation in mathematics education remains an ongoing concern. Classroom discourse has been seen to impact on student performance with dialogic practices being effective in providing for more equitable student participation. This paper investigates two examples of classroom discourse in relation to inclusive participation in early years mathematics classrooms. Drawing on data from a broader research project focusing on co-designi…
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (6 works) · Sociology (6 works) · Computer Science (5 works) · Political science (5 works) · EFL/ESL Teaching and Learning (4 works) · Literacy (4 works) · Curriculum (3 works) · Education Systems and Policy (3 works)