Profiles

Helen Yost

UTAS Home Dr Helen Yost

Helen Yost

Lecturer in Early Childhood Education, Foundation & Professional Studies

Room A234a , Building A

+61 3 6324 3283 (phone)

+61 3 6324 3408 (fax)

Helen.Yost@utas.edu.au

Teaching Responsibilities

  • ESH140 Early Childhood Theories of Teaching and Learning
  • ESH345 Play, Pedagogy and Learning
  • ESH105 Curriculum and Pedagogy in Early Childhood
  • ESM780 Curriculum, Pedagogy and Assessment in Early Childhood

Publications

  • Yost, H., & Fan, S. (2014). Social media technologies for collaboration and communication: Perceptions of childcare professionals and families. Australasian Journal of Early Childhood. 39(2), 36-41.
  • Yost, H., & Boardman, M. (2014). Early childhood teachers' perceptions of teaching. The International Journal of Adult, Community and Professional Learning. 20(1), 73-81.
  • Black, L., Bushby, B., Gibson, N., & Yost, H. (2013). The art of improvisation: A professional conversation about subjectivity. The Challenge, Reggio Emilia Australia Information Exchange. 17(3), 19-21.
  • Dowden, T., Pittaway, S., Yost, H. & McCarthy, R. (2011). Students' perceptions of written feedback in teacher education: Ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education: An International Journal, pp. 1-14.
  • Reynolds, B., & Yost, H. (2010). A new program for pre-service teachers. Every Child, 16(1), 30-31.
  • Yost, H., & Williamson, J. (2010). The work lives of teachers in England and Tasmania, Australia: A cross-cultural study of early years and primary level teachers. International Journal of Learning, 17(8), 331-344.
  • Yost, H.F., & Boardman, M. (2008). Valuing the extra time in classrooms: Educational gains for pre-service teachers and students with special learning needs. Journal of Australian Research in Early Childhood Education, 14(2), 69-81.

View more on Mrs Helen Yost in WARP

Fields of Research

  • Early childhood education (390302)
  • Teacher education and professional development of educators (390307)
  • Continuing and community education (390301)
  • Higher education (390303)
  • Educational technology and computing (390405)
  • Specialist studies in education (390499)
  • Community child health (420601)
  • Network engineering (400604)
  • Health and community services (420305)
  • Mental health services (420313)

Research Objectives

  • Other education and training (169999)
  • Teacher and instructor development (160303)
  • Learner and learning (160199)
  • Health education and promotion (200203)
  • Teaching and curriculum (160399)
  • Management, resources and leadership (160204)
  • Pedagogy (160302)
  • Mental health services (200305)
  • Equity and access to education (160201)
  • Preventive medicine (200412)

Publications

Total publications

12

Journal Article

(7 outputs)
YearCitationAltmetrics
2018Fan S, Yost H, 'Keeping connected: exploring the potential of social media as a new avenue for communication and collaboration in early childhood education', International Journal of Early Years Education pp. 1-11. ISSN 0966-9760 (2018) [Refereed Article]

DOI: 10.1080/09669760.2018.1454301 [eCite] [Details]

Citations: Scopus - 3Web of Science - 2

Co-authors: Fan S

Tweet

2014Black L, Bushby B, Gibson N, Yost H, 'The art of improvisation: A professional conversation about subjectivity', The Challenge: Research for a new culture of childhood, 17, (3) pp. 19-21. ISSN 1833-590X (2014) [Professional, Non Refereed Article]

[eCite] [Details]

2014Yost H, Boardman M, 'Early childhood teachers' perceptions of teaching: Time, work and well-being', The International journal of adult, community and professional learning, 20, (1) pp. 73-80. ISSN 2328-6318 (2014) [Refereed Article]

[eCite] [Details]

Co-authors: Boardman M

Tweet

2014Yost H, Fan S, 'Social media technologies for collaboration and communication: Perceptions of childcare professionals and families', Australasian Journal of Early Childhood, 39, (2) pp. 36-41. ISSN 0312-5033 (2014) [Refereed Article]

DOI: 10.1177/183693911403900206 [eCite] [Details]

Citations: Scopus - 7Web of Science - 7

Co-authors: Fan S

Tweet

2011Dowden T, Pittaway S, Yost H, McCarthy R, 'Students' perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress', Assessment and Evaluation in Higher Education: An International Journal, 38, (3) pp. 349-362. ISSN 0260-2938 (2011) [Refereed Article]

DOI: 10.1080/02602938.2011.632676 [eCite] [Details]

Citations: Scopus - 58Web of Science - 49

Co-authors: Dowden T; Pittaway S; McCarthy R

Tweet

2010Yost H, Williamson J, 'The work lives of teachers in England and Tasmania: Australia. A cross-cultural study of early years and primary level teachers', The International Journal of Learning, 17, (8) pp. 331-344. ISSN 1447-9494 (2010) [Refereed Article]

DOI: 10.18848/1447-9494/cgp/v17i08/47199 [eCite] [Details]

Citations: Scopus - 1

Co-authors: Williamson J

Tweet

2007Yost HF, Boardman M, 'Valuing the Extra Time in Classroom: Educational Gains for Pre-Service Teachers and Students with Special Learning Needs', Journal of Australian Research in Early Childhood Education, 14, (2) pp. 69-81. ISSN 1320-6648 (2007) [Refereed Article]

[eCite] [Details]

Co-authors: Boardman M

Conference Publication

(5 outputs)
YearCitationAltmetrics
2014Fan S, Yost HF, Reynolds BF, 'ECconnections: An innovative online space for building a Community of Practice in Early Childhood Education', Proceedings of the 12th Annual Hawaii International Conference on Education, 5 - 8 January 2014, Hawaii, USA, pp. 20. ISSN 1541-5880 (2014) [Conference Extract]

[eCite] [Details]

Co-authors: Fan S; Reynolds BF

2014Reynolds BF, Yost HF, Fan S, 'Dads' understandings about their role in their children's play and learning', Proceedings of the 2014 Hawaii international conference on education, 5 - 8 January 2014, Hawaii, USA, pp. 1. ISSN 1541-5880 (2014) [Conference Extract]

[eCite] [Details]

Co-authors: Reynolds BF; Fan S

2014Yost HF, Fan S, Reynolds BF, Stephenson EA, 'Tasmanian early childhood pre-service teachers' perceptions of e-portfolios', Proceedings of the 2014 Hawaii international conference on education, 5 - 8 January 2014, Hawaii, USA, pp. 1. ISSN 1541-5880 (2014) [Conference Extract]

[eCite] [Details]

Co-authors: Fan S; Reynolds BF; Stephenson EA

Tweet

2009Dowden T, Pittaway SM, Yost HF, 'Enhancing written feedback: Partnering with students to find out what type of feedback they like best', Partnerships for Learning on Campus and Beyond, 26 November 2009, Hobart, University of Tasmania, pp. 1. (2009) [Conference Extract]

[eCite] [Details]

Co-authors: Dowden T; Pittaway SM

2008Pittaway SM, Dowden T, Wright AL, Yost HF, 'Enhancing the quality of written feedback to (distance) students', Exploring Possibilities for Practice, 4th December 2008, University of Tasmania, pp. 1. (2008) [Conference Extract]

[eCite] [Details]

Co-authors: Pittaway SM; Dowden T; Wright AL

Grants & Funding

Funding Summary

Number of grants

8

Total funding

$108,361

Projects

Trust Based Relational Intervention (TBRI) Professional Learning (PL): Participant Perceptions and Evaluations (Wynyard High School) (2020)$54,545
Description
This project will involve providing TBRI training for Wynyard High School on behalf of The Smith Family, with a focus on Year 7 students additional schools may be invited to join the training. The study aims to investigate the effectiveness of professional learning which centres on TBRI for professionals employed at Wynyard High School. We are also investigating how effective is TBRI in supporting growth and development of children aged 11-12 years. A Qualtrix evaluation tool will be used to gather perceptions at the conclusion of PL sessions, and a computer-generated survey along with qualitative data to inform the evaluations.
Funding
The Smith Family ($54,545)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Stephenson EA; Yost HF; Hicks DJE
Year
2020
Trauma Informed Practice Short Course: Initial Delivery on Business to Business Basis (2020)$15,000
Description
Providing online staff training for Working Together Supporting Early Years, Department of Education (DoE). The project aims to evaluate the effectiveness of online delivery. A Qualtrics evaluation tool will be used to gather participants perceptions at the end of the professional learning (PL). Participation in the survey is entirely voluntary. Information gathered from participants will be used to inform subsequent delivery and content.
Funding
Department of Education, Tasmania ($15,000)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Stephenson EA; Yost HF
Year
2020
Trust-based Relational Intervention (TBRI) Professional Learning (PL): Participant perceptions and evaluations (2019)$5,052
Description
This study aims to investigate the effectiveness of Professional Learning (PL) in early childhood settings, relative to Trust Based Relational Intervention (TBRI). A Qualtrix evaluation tool will be used to gather evaluations at the conclusion of PL sessions. Further Qualtrix surveys will be used 3, 6 and 12 months after the completion of the PL to investigate impact of the PL on teacher practices.
Funding
George Town Child and Family Centre ($5,052)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Stephenson EA; Yost HF
Year
2019
Trauma Informed Practice workshop and coaching (2019)$3,120
Description
Delivery of Trauma Informed Practice workshop and coaching sessions to staff and clients at Elanora Children's Centre, Devonport.
Funding
Devonport Child Care Centres Inc ($3,120)
Scheme
Consultancy
Administered By
University of Tasmania
Research Team
Stephenson EA; Yost HF
Year
2019
Trust-based Relational Intervention (TBRI) Professional Learning (PL): Participant perceptions and evaluations (2018)$2,076
Description
This study aims to investigate the effectiveness of Professional Learning (PL) in early childhood settings, relative to Trust Based Relational Intervention (TBRI). A Qualtrix evaluation tool will be used to gather evaluations at the conclusion of PL sessions. Further Qualtrix surveys will be used 3, 6 and 12 months after the completion of the PL to investigate impact of the PL on teacher practices.
Funding
Department of Education Tasmania, con ($2,076)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Stephenson EA; Yost HF
Year
2018
Reducing the impact of intergenerational trauma through collaborative learning. Pilot Study. (2018)$10,000
Description
This pilot project asks What effect does a collaborative approach to learning have on reducing the impact of intergenerational trauma, to explore how Early Childhood Educators, Social Workers and Health Professionals (professionals) collaborate to develop parental capacity for connection, felt-safety and self-regulation, and how these can be applied by both parent and professional when caring for the child. A Trust-Based Relational Intervention (TBRI) approach (Purvis et al., 2013) will be piloted in the Ravenswood Child and Family Centre where the impact of intergenerational trauma is recognised. Professionals and parents will be paired to work together in a weekly group situation to learn how to develop the skills identified as critical to the relationship. A mixed-methods approach will be used to analyse the learning journey of each participant. A focus on personal skill development, and evidence of the impact of this learning on the children in their care will inform the research question, and planning for an external research proposal to develop future training approaches (Razuri et al., 2016).
Funding
University of Tasmania ($10,000)
Scheme
Grant-CAL Hothouse Research Enhancement Program
Administered By
University of Tasmania
Research Team
Stephenson EA; Stanford SN; Yost HF; Hay JK; Frey R
Year
2018
Building a Community of Practice: Working towards a Potential Digital Habitat for Early Childhood Education (2013)$9,000
Funding
University of Tasmania ($9,000)
Scheme
Grant-Research Enhancement (REGS)
Administered By
University of Tasmania
Research Team
Fan S; Yost HF; Reynolds BF
Year
2013
Enriching fathers' and male caregivers' understanding of children's learning and development (2013)$9,568
Description
The objectives of this project, for fathers and male caregivers, are to:engage them in their child/rens learning and development; enhance their knowledge and understanding of the critical importance of rich conversations and interactions with their child/rens learning and development from birth;understand the importance of hearing their child/rens voices and to respond accordingly;record/document their child/rens learning and development;build a shared network between fathers to promote opportunities for them to talk about their child/ren s growth and well-being;plan and implement a series of interactive workshop conversations with groups of fathers and male caregivers about their child/rens learning and development; and tostrengthen family unity and well-being for Tasmanian children.The target population for this project includes fathers and male caregivers of children who attend one of the five Long Day Care Centres selected from the Northern Childrens Network (NCN). This incorporation has been purposively selected as it is a non-for-profit organisation with childcare and education centres, located in a range of differing levels of socio-economic status. Social status is important because research indicates that parents particularly from disadvantaged areas benefit from learning about and participating in their childrens education and development.
Funding
Tasmanian Early Years Foundation ($9,568)
Scheme
Grant
Administered By
University of Tasmania
Research Team
Reynolds BF; Fan S; Yost HF
Year
2013