Career Summary
Professor Ian Hay is the recently appointed Dean of the Faculty of Education, University of Tasmania. Before coming to UTAS, he was Professor and Head of the School of Education, University of New England. He has also held Associate Professor positions at the University of Queensland and Griffith University. Prof Hay has published more than 100 book chapters, refereed journal articles, reports, and other articles in a range of international and national peer review
publications. As a chief investigator, he has been awarded competitive research funds in excess of 1.25 million dollars, and has supervised some 20 higher degree research students. His main research interests are in the domain of students with literacy and academic difficulties, the role of motivation in learning, and students’ cognitive development.
Selected publications since 2006
Refereed Journals
Winn, S., & Hay, I. (in press). Transition from school for students with a disability in Australia: Issues and concerns. Disability and Society
Simmons, N., & Hay, I. (in review). Early Adolescents with High or Low Friendship Patterns: Self-Concept, Coping Strategies, Classroom Environment, and School Achievement. The Journal of Child Psychology and Psychiatry.
Hay, I., & Fielding-Barnsley, R. (2007). Facilitating children’s emergent literacy using home shared reading: A comparison of two literacy models. Australian Journal of Language and Literacy, 3, 191-202.
Hay, I., Elias, G., Fielding-Barnsley, R., Homel, R., & Frieberg, K. (2007). Language delays, reading delays and learning difficulties: Interactive elements requiring multidimensional programming, Journal of Learning Disabilities, 40, 400-409.
Woolley, G., & Hay, I. (2007) Reading intervention: The benefits of using trained tutors. Australian Journal of Language and Literacy, 30, 9-20.
Hay, I. (2007) Costs an outcomes of community services for people with an intellectual disability, Book Review, International Journal of Disability, Development and Education, 52, 1, 63-69.
Hay, I., & Fielding-Barnsley, R. (2006). Enhancing the early literacy development of children at risk for reading difficulties. Australian Journal of Learning Disabilities, 3, 117-124.
Hay, I., & Booker, G. (2006). Teachers' perceptions and classroom application of mathematical computer software. Journal of Cognitive Education and Psychology, 6, 61-71.
Hay, I. & Cuskelly, M. (2006). School counsellors and children in foster-care: Issues and implications for guidance and counselling services. Australian Journal of Guidance and Counselling,16,106-118.
Cuskelly, M., Hay, I., Winchcomb, M., Cervetto, K., Walker, J., & Chu, J. (2006). A preliminary investigation of parenting attributes of Australian foster carers. The Australian Educational and Developmental Psychologist, 22, 65-84.
Elias, G., Hay, I., Homel, R., & Freiberg, K., (2006). Enhancing parent-child book reading in a disadvantaged community. Australian Journal of Early Childhood. 31, 20-25
Book Chapters
Monie, K. & Hay, I. (in press) Effective inclusion practices in the secondary school. In A. Ashman & J. Elkins, (Eds.), Educating Children with Diverse Needs 3rd ed. Pearson, Australia.
Reports
O’Kane, M., Dow, K. L., Hay, I., Carroll, M. (2007). Report on the Master Information Technology (Honours) Review. Armidale: NSW, University of New England.
Homel, R., Freiberg, K., Lamb, C., Leech, M., Carr, A., Hay, I., Hampshire, A., Elias, G., Manning, R., Teague, R., & Batchelor, S. (2006). The Pathways to Prevention Project: The First Five Years, 199-2204. Griffith University. Brisbane, ISBN 1-875357-21-1 This report was launched in Parliament House Canberra by Rt Hon John Howard, PM.
Hay, I., & Ashman, A. (2006). Report on the evaluation of the effectiveness and efficiency of students’ behaviour management services in Education Queensland’s schools. Report to Education Queensland. The University of Queensland.
Refereed Conference Proceedings
Hay, I., Fielding-Barnsley, R., & Ashman, A. (2007) Facilitating Children’s Early Literacy Development: The issue of sequencing language and decoding strategies for students from disadvantaged communities Narrowing the Gap: Addressing Educational Disadvantage - National Centre of Science, Information, and Communication technology, and Mathematics Education for Rural and Regional Australia Conference, 26th-28th April, Armidale, NSW. Proceedings to be published late 2007
Hay, I., & Fielding-Barnsley, R. (2006). Children’s emergent literacy development and home shared reading. Australian Systemic Functional Linguistic Association National Conference, 27-29th September, Armidale NSW.
Woolley, G., & Hay, I. (2006) Reading intervention: The benefits of using trained tutors. Australian Systemic Functional Linguistic Association National Conference, 27-29th September, Armidale NSW.
Ashman, A., & Hay, I. (2006). The characteristics of students with serious behaviour management disorders: Implications for the profession and the community. Paper presented at the Asia-Pacific Network Symposium, International Conference on Special Education, Centre for the advancement of Special Education, University of Hong Kong, Hong Kong, 5rd - 8th June.
Research Interests
Research Grants
• UNE University Research Grant: ‘Transition from school to work for at risk secondary students pilot project’ (2007)
• Australian Research Council/Discovery: ‘Comparative effectiveness of three literacy teaching approaches for young children with reading difficulties’ (2006–2009)
• Griffith University, Faculty of Education: ‘Enhancing school leadership, component in the International Cambridge University study’ (2004)
• Barnes Foundation: ‘Pathways Research with a disadvantaged community. Development project focused on literacy and communication’ (2001/2004)
• Australian Research Council/SPIRT: ‘Readiness for School: in a Disadvantaged Community’ (2001/2003)
Memberships
• Fellow of the International Academy of Research into Learning Disabilities (2003 – FIARLD)
• Member of the Centre for Research in English and Multiliteracies Education (CRÈME), UNE (2007—)
• Member of the European Association for Educational Research (2001—)
• Member of the Australian Psychological Society MAPS (1994—)
• Member of the College of Educational and Developmental Psychologists (1995—)
• Member of the Australian College of Education (1982—)
• Registered with the Australian Council for Education Research at the Psychologist level (1987—)
• Member of the International Association for Cognitive Education and Psychology (1993—)
• Member of the Australian Special Education Association (1984—)
• Member of the Queensland/Australian Remedial Teachers Association (1987—)
• Member of the Australian Guidance and Counsellors Association (1981—)
• Registered Teacher: Queensland Board of Teacher Registration (1974—)
Awards and Honours (including Fellowships etc.)
• PhD Student Dr Gary Woolley, supervised by Prof Ian Hay awarded the Learning Difficulties Australia’s Award for the best research in the field of learning difficulties. This is an occasional award given by the association to acknowledge outstanding Australian research that advances knowledge in the domain of students with learning difficulties (2007).
•First prize in Education Queensland’s Schools Initiatives and Innovation Award for the Outdoor, Adventure and Leadership Studies Program, for which I was a principal consultant from 2003–2005. This program was designed as part of the Australian contribution to the Cambridge University (UK) International Leadership for Learning Project, a comparative study of initiatives to enhance student leadership in secondary schools in some 10 countries (2005).
•The Pathways Intervention Project funded from an Australian Research Council grant to Homel, R., Hay, I., & Elias, G and developed in partnership with Mission Australia, won equal first prize in the Australian National Crime and Violence Prevention Awards (2004).
•Made a Fellow of the International Academy of Research into Learning Disabilities IARLD, the leading international research organisation in the domain of learning disabilities (2003).
Community Engagement (Links to projects)
• Academic member of the Department of Education and Training’s New England’s Regional Review of the Tamworth Schools (2006/7)
•Invited board member of Learning Disability Australia (2006/7)
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