“Under pressure I fall back to being a teacher…” confronting contending desires for schooling and teaching in a middle school reform project     

Lyn Yates  Brenda Holt 《The Australian Educational Researcher》2009,36(1):27-42

This article examines a Victorian high school’s implementation of a new Year 9 program which was intended to interrupt a traditional academic curriculum and to create an imagined oasis of care and personal development for students. It explores ways in which (1) the existing culture and context of the school continues to frame the subjectivities of teachers, students and parents in relation to the new program, (2) the attempt to preserve a competitive academic traditional orientation alongside an alternative approach is a central dilemma for this school, and (3) the new relationships between teachers and students are experienced by them as an interplay of pleasure and surveillance, connection and discipline. The article argues that the conflicts and pressures experienced by the teachers and students are not simply local and contingent ones but indicative of wider tensions in current Australian education policy.  相似文献   

The Paradox of Education in Industry     

Hill  Yates M. 《Education, IRE Transactions on》1961,4(1):3-5

To some, the fact of engineering education in industry may represent a paradox. It has been introduced in order to make it practical for the engineer to find a satisfying division of effort between pursuing immediate job goals and longer-term knowledge objectives. When one considers the economic objectives of industry, the objectives and responsibilities of engineers, and the effects of scientific and technological progress, the continued broad education of engineers seems a necessity. The discussion is intended to be helpful to individual engineers in determining their own knowledge objectives in connection with "engineering" their own personal development.  相似文献   

Teacher Effectiveness Research: towards describing user‐friendly classroom instruction     

Gregory C. R. Yates  Shirley M. Yates 《教育心理学》1990,10(3):225-238

In this article we examine the teacher's role as a mediator of knowledge and cognitive learning in the classroom. We cite findings from the research areas of teacher effectiveness, teacher expertise, and curriculum knowledge. These data strongly support user‐friendly explicit methods of classroom teaching. We also discuss issues raised in conjunction with alternative conceptions of the teaching process. Finally, we note the importance of incorporating teacher effectiveness research findings into teacher education programmes, and of identifying the various misconceptions that have been used to criticise this body of information.  相似文献   

Multiple orthographic codes in reading and writing acquisition     

Virginia W. Berninger  Cheryl Yates  Kathleen Lester 《Reading and writing》1991,3(2):115-149

A modified Stroop Test (single-letter, letter-cluster, and whole-word colorinconsistent stimuli) showed greater interference for the more automatic orthographic coding unit—the word—than for the less automatic coding units—single letters and letter-clusters—in developing readers in second, fourth, and sixth grade (N=72, Study 1). A developmental trend was observed from relative skill in word-level orthographic-phonological correspondence in second graders to relative skill in subword level orthographic-phonological correspondences in sixth graders. A previous finding that whole word coding > letter coding > letter cluster coding in relative rate of development was replicated (N=300, Study 2). Multiple orthographic codes—for whole words, single letters, and letter clusters—were correlated with both reading and writing but patterns of correlations with the component reading and writing skills changed from first to third grade; by third grade whole word coding was not correlated with reading and writing skills but letter cluster coding was correlated with all reading and most writing skills. Cue validity —categorization of letters on the basis of differentiating rather than distinctive features—improved from second to sixth grade and may account for developmental gains in letter cluster coding. Level of cue validity was correlated with speed of sentence comprehension (N=60, Study 3). The theoretical and practical significance of multiple orthographic codes for orthographic-phonological connections in word recognition and for literacy acquisition in general is discussed.This research was supported, in part, by Grant No. 25858-01 awarded to the first author from the National Institute of Child Health and Human Development.Study 1 is based on a presentation at the 1990 meeting of the American Education Research Association. Study 2 is based on a presentation at the 1991 meeting of the American Education Research Association. Study 3 is based on a presentation at the 1989 meeting of the American Education Research Association.The authors thank the participating children from the Shoreline Public Schools (Study 1), Bellevue, Northshore and Seattle Public Schools (Study 2), and the Mukiteo Public Schools (Study 3). They also thank Sylvia Mirsepassi for secretarial assistance.  相似文献   

Enhancing web search in the medical domain via query clarification     

Luca Soldaini  Andrew Yates  Elad Yom-Tov  Ophir Frieder  Nazli Goharian 《Information Retrieval》2016,19(1-2):149-173

The majority of Internet users search for medical information online; however, many do not have an adequate medical vocabulary. Users might have difficulties finding the most authoritative and useful information because they are unfamiliar with the appropriate medical expressions describing their condition; consequently, they are unable to adequately satisfy their information need. We investigate the utility of bridging the gap between layperson and expert vocabularies; our approach adds the most appropriate expert expression to queries submitted by users, a task we call query clarification. We evaluated the impact of query clarification. Using three different synonym mappings and conducting two task-based retrieval studies, users were asked to answer medically-related questions using interleaved results from a major search engine. Our results show that the proposed system was preferred by users and helped them answer medical concerns correctly more often, with up to a 7 % increase in correct answers over an unmodified query. Finally, we introduce a supervised classifier to select the most appropriate synonym mapping for each query, which further increased the fraction of correct answers (12 %).  相似文献   

Theorising Inequality Today     

Lyn Yates 《British Journal of Sociology of Education》1986,7(2):119-134

This article is an assessment of some movements in the theorising of inequality over the last two decades, with particular attention to the Australian context and to the issue of gender as compared with class. It is argued that there has been a useful move from ‘inequality as disadvantage’ to one which focuses on difference, conflict and the characteristics of the groups previously seen as disadvantaged, but that these moves have been limited, partly by an over‐attention to inequality in analysing the content of schooling, and partly by an insufficient attention to inequality in relation to policy and practice initiatives. The discussion of specific examples and issues here suggests also that gender and class should not be treated as simply additive dimensions of a problem, and that analyses should be sensitive to the differing circumstances of countries which are often compared.  相似文献   

Teacher professional leadership in support of teacher professional development     

Mike Taylor  Anne Yates Luanna H. Meyer  Penny Kinsella 《Teaching and Teacher Education》2011,27(1):85-94

Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject expertise and leadership capacity attributed to the opportunities provided by the new teacher-leadership role. The findings of this study indicate expanded leadership roles may further develop experienced professionals while simultaneously supporting teacher knowledge during a period of embedding educational reform.  相似文献   

Clay Modelling and Social Modelling: effects of interactive teaching on young children's creative artmaking     

Angela Anderson  Gregory C.R. Yates 《教育心理学》1999,19(4):463-469

In this project, 28 6‐year‐olds were taught skills involved in artistic claywork using principles of social modelling and cognitive learning in a classroom situation, over a series of six lessons. A further 28 students, serving as controls, were taught according to the normal art curriculum. The students’ clay models were photographed on pre‐test and post‐test, and rated by three expert judges (professional artists familiar with children's artwork) blind to treatment conditions. The cognitive social learning group evidenced strong gains on measures of creativity as defined by approximation to a three‐dimensional form, technical competency, decorative competency and aesthetic appeal. The control group students failed to evidence any significant change in rated creativity.  相似文献   

Use of a World Wide Web Site Evaluation Tool in Chemistry     

Yates  Paul C. 《Journal of Science Education and Technology》2000,9(4):357-365

Material on the World Wide Web may be freely accessed by instructors and students, regardless of its source. Evaluation of such material can be facilitated by use of one of a number of web site evaluation tools. These assess a web site in terms of content and design by adapting established principles in each of these areas. The feasibility of using one such tool, originally developed for the evaluation of medical information sites, in chemistry has been explored. The tool was applied to 37 sites that cover the periodic table. Most of the criteria seemed to be as applicable to chemical sites as to those for which it was designed, and gave useful information on the quality aspects of each site. On the other hand, some of the criteria included for medical sites were inappropriate or too vague in the context of chemical sites, and additional criteria not present in the original tool would have been useful for this application. These observations have been used to construct a modified tool which should be more applicable for World Wide Web sites with chemical content.  相似文献   

Book reviews     

Nicholas De Witt  Edmund King  Jean vanden Bossche  A. Harry Passow  Eve Malmquist  Alfred Yates  Urban Dahllöf  John D. Williams  Conrad Graham  Rudolf Cohen  Elfriede Höhn  Anna -Liisa Sysiharju  Harry D. Gideonse  D. J. D. Smith  S. Kaneti-Barry  Werner H. Tack  M. J. Langeveld 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(3):358-382

  相似文献