Rate My Professor Greg Yates

Dr. Greg Yates is affiliated with the School of Education in the College of Education, Behavioural and Social Sciences at Adelaide University. His academic qualifications include a BA from the University of Auckland, New Zealand, in 1972, an MA (Hons) from the University of Auckland in 1974, and a PhD from Flinders University of South Australia in 1981. Yates' career history began at the University of Adelaide in 1973, followed by Flinders University from 1974 to 1975, Kingston CAE in North Adelaide from 1976 to 1979, and the Magill Campus from 1980 to 2013. Although retired, he remains active professionally, utilizing the university email and serving in an adjunct capacity within the higher degree program.

Yates' research interests lie in cognitive psychology and educational psychology, particularly effective teaching research, cognitive load principles in teaching mathematics skills, self-regulated learning in online and blended courses, proportional reasoning through worked examples, ego depletion effects on creative behavior and mathematics performance, parental influences on children's literacy attitudes and reading, direct instruction in education, new age beliefs and anti-scientific attitudes among teachers, delay of gratification in children, textbook design in the information age, rural teacher education preferences, readability statistics with young writers, parenting styles and children's school affect, perfectionism in childhood, scientific thinking in educational decision making, gender differences in anger and literacy attitudes, optimism and hostility in students, drama as pre-reading experience, clay modelling and social modelling in creative artmaking, learning style research applications, teacher effectiveness and process-product research, moral reasoning in young children, social modeling implications for education, test anxiety and cognitive slippage, and explanatory style in mathematics achievement. Notable publications include the book 'Visible Learning and the Science of How We Learn' co-authored with J. Hattie (Routledge, 2014). Key journal articles encompass 'Using iconic hand gestures in teaching a Year 8 science lesson' (Bentley, Walters, & Yates, 2023), 'University students' online learning attitudes and continuous intention to undertake online courses: a self-regulated learning perspective' (Zhu et al., 2020), 'Facilitating proportional reasoning through worked examples: Two classroom-based experiments' (Bentley & Yates, 2017), 'Impact of a brief ego depletion procedure on creative behaviour in the upper primary classroom' (Price & Yates, 2015), and 'Reflections on the database of educational psychology and effective teaching research' (Yates, 2013).