University of Tasmania, Australia

Prof Ian Hay

Professor Emeritus

"Dip T (NBCAE), BA psy (UQ), MEd St (UQ), PhD (UQ), MAPS, MACE, FIARLD."

Contact Details

General Responsibilities

Professor Ian Hay PhD MAPS, is the past 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. Professor Hay has published more than 200  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 1.8 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.

Publications

Refereed Journals

• Hay, I. & Winn, S. (in  review) Self-regulation, social relationships and language processing: The  characteristics of students with high functioning Autism Spectrum Disorder that  impact on their education. Australian  Journal of Special Education.
  
  
• Watson, J.M., Allen, J.M., Beswick, K., Cranston, N.C., Hay, I.,  Wright, S.E., & Kidd, L. (in press) Issues related to students' decisions to remain in school beyond year 10’, Youth Studies Australia (June) pp. 1-11.
  
  
• Fielding-Barnsley, RO, & Hay, I. (2012) Comparative effectiveness of phonological awareness and oral language intervention for children with low emergent literacy skills’, Australian Journal of Language and Literacy, 35 (3) pp. 271-286.
  
  
• Hay, I., & Fielding-Barnsley, RO. (2012). Social learning, language and literacy. Australian Journal of Early Childhood. 37, 24-29.
  
  
• Simmons, N., & Hay, I. (2010).  Early adolescents’ friendship patterns in middle school: Social-emotional and  academic implications. Australian Journal of Educational and Developmental  Psychology, 22, 59-69.
  
  
• Hay, I., Fielding-Barnsley, R.,  & Taylor, T. (2010). Facilitating young children’s language and vocabulary  development using a cognitive framework. He Kupu e-journal, 2, 37-46. www.nztertiarycollege.ac.nz/HeKupu/
  
  
• Carmichael, C. S., Callingham,  R., Hay, I., & Watson, J. M. (2010). Statistical literacy in the middle  school: The relationship between interest, self-efficacy and prior mathematics  achievement. Australian Journal of Educational and Developmental Psychology,  10, 83-93.
  
  
• Carmichael, C.S., Callingham, R.,  Watson, J.M., & Hay, I. (2010) Measuring middle school students’ interest  in statistical literacy.  Mathematics  Education Research Journal, 22, (3) 9-39.
  
  
• Carmichael, C.S., Callingham, R.,  Watson, J.M., & Hay, I. (2009) Factors influencing the development of  middle school students’ interest in statistical literacy.  Statistics Education Research Journal, 8(1),  62-8.
  
  
• Hay, I., & Fielding-Barnsley,  R. (2009).  Competencies that underpin  children’s transition into early literacy.   Australian Journal of Language and Literacy, 32, 148-162.
  
  
• Winn, S., & Hay, I. (2009).  Transition from school for youths with a disability: Issues and  challenges.  Disability and Society, 24,  103-115
  
  
• 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

• Hay, I. (in press). Literacy development: An interactive perspective. In N. Fitzallen, R. Reaburn & S. Fan (Eds.), The future of educational research: Perspectives from beginning researchers. Rotterdam: Sense Publishers.
  
  
• Hopwood, B., Hay, I., & Dyment. J. (in press). Literacy and students’ transition into secondary school. In N. Fitzallen, R. Reaburn & S. Fan (Eds.), The future of educational research: Perspectives from beginning researchers. Rotterdam: Sense Publishers.
  
  
• Giacon, S., & Hay, I. (in press). Parents’ evaluation of an early learning support program. In N. Fitzallen, R. Reaburn & S. Fan (Eds.), The future of educational research: Perspectives from beginning researchers. Rotterdam: Sense Publishers.
  
  
• Hay, I.. & Ashman, A. (2012).  Self-Concept.  In R.J. Levesque (Ed.), Encyclopedia of Adolescence (pp. 2516-2536). New York, New York: Springer. 
  
  
• Moni, K. B., & Hay, I. (2012). Secondary school and beyond. In A.  Ashman & J. Elkins, (Eds.), Education for inclusion and diversity (4th ed) (pp. 325-362). Frenchs Forest, NSW:  Pearson.
   
• Hay, I (2011) Foreword. In T.  Lê & Q. Lê (Eds.), Technology and cultural diversity (pp i-ii). New  York: Nova Science Publishers.
  
  
• Hay, I., & Simmons, N. (2011).The significance of pan-cultural factors of self-concept,  friendship and emotional development on students’ learning and identity.  In T. Lê & Q. Lê (Eds.), Linguistic diversity and cultural identity:  A global perspective (Chapter 16). New York: Nova Science Publishers.
  
  
• Hay, I., & Woolley, G.  (2011). The challenge of reading comprehension. In T. Lê, Q. Lê & M. Short (Eds.),  Language and literacy in a challenging world (pp. 123-136). New York: Nova  Science Publishers.
  
  
• Hay, I., & Fielding-Barnsley,  R. (2011). Responding to the challenge of transiting children into effective  literacy. In T. Lê, Q. Lê & M. Short (Eds.), Language and literacy in a  challenging world (pp. 209-222). New York: Nova Science Publishers.
  
  
• Hay, I., & Woolley, G.  (2011). The challenge of reading comprehension. In T. Lê, Q. Lê & M. Short (Eds.),  Language and literacy in a challenging world (pp. 123-136). New York: Nova  Science Publishers.
  
  
• Moni, 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.Moni, K., & Hay, I. (in  press) Inclusion and secondary schooling. In A. Ashman & J. Elkins (Eds.),  Education for inclusion and diversity 2nd ed (pp.). Sydney: Pearson, Australia.

• Hay, I., & Winn, S. (2012) High Functioning Autism Spectrum Disorder: A challenge to secondary school educators and the students with the condition, Australian Association for Research in Education, Conference Sydney.
  
  
• Beswick, K., Hay, I., Watson, J. Allen, J., & Cranston, N. (2012) Factor influencing students’ decision about post Year 10 education. Australian Association for Research in Education. Conference Sydney.
  
  
• Cranston, N., Allen, J., Watson, J. M., Hay, I., & Beswick, K. (2012). Findings of a pilot study into student retention beyond year 10. Australian Association for Research in Education Conference Sydney.
  
  
• Hopwood, B., Hay, I., & Dyment, JE, (2012) ‘The impact of transition upon adolescent students' reading and spelling achievement’, Proceedings of the 2012 Australian Association for Research in Education conference, 2 - 6 December 2012, Sydney, Australia, pp. 1-16. 
  
  
• Callingham, R.A., & Hay, I. (2012). Personal numeracy standards of entrants to teacher education courses’, Proceedings of the 2012 Australian Association for Research in Education conference, 2 - 6 December 2012, Sydney, Australia, pp. 1-11
  
  
• Hay, I. (2012). Researching across boundaries in the social sciences. In S., Fan., T., Le., Q., Le., & Y., Yue (Eds.). International Innovative Research in a Changing and Challenging World. Conference Proceedings A (pp. 21-29). Phuket, Thailand, 16-18 May. 
  
  
• Hay, I., Walker, E., & Reyolds, B. (2011) The Interactions of Self-concept, Behaviour and Gender for Year One Children. Australian Association for Research in Education. Conference theme Researching across boundaries, November Hobart. 
  
  
• Hay, I (2011) Effective  reading instruction: - acquisition, fluency, and comprehension invited keynote: Center for Educational Research and Evaluation, National Taiwan Normal University. International Conference on reading instruction.  24-25 June 2011, Taipei, Taiwan. Conference theme: How empirical research can inform reading instruction 
  
  
• Hay, I. (2011)  Enhancing the competencies that underpin early reading success Leaning Difficulties Australia Joint Conference, Brisbane 16 and 17 September
  
  
• Hay, I. (2010). Teachers’  Perceptions of best practice in statistical literacy education. In C. Reading  (Ed.), Data and context in statistics education: Towards an evidence-based  society. Proceedings of the Eighth International Conference on Teaching  Statistics (ICOTS8, July, 2010), Ljubljana, Slovenia. Voorburg, The  Netherlands: International Statistical Institute.  www.stat.auckland.ac.nz/~iase/publications.php 
  
  
• Carmichael, C., & Hay, I.  (2010). Developmental changes in Australian school students interest for  statistical literacy. In C. Reading (Ed.), Data and context in statistics  education: Towards an evidence-based society. Proceedings of the Eighth  International Conference on Teaching Statistics (ICOTS8, July, 2010),  Ljubljana, Slovenia. Voorburg, The Netherlands: International Statistical  Institute. www.stat.auckland.ac.nz/~iase/publications.php 
  
  
• Carmichael, C.S., & Hay, I.  (2009). Gender differences in middle school students' interests in a  statistical literacy context. In R. Hunter, B. Bicknell & T. Burgess  (Eds.), Proceedings of the 32nd annual conference of the Mathematics Education  Research Group of Australasia (Vol. 1, pp. XX XX). Wellington: MERGA Inc
  
  
• Ollington, N., Hay, I.,  Abbott-Chapman, J., & Denholm, C. (2009). Behavioural Flexibility in Young  Children with Autism Spectrum Disorders, 44th Australasian Society for the  Study of Intellectual Disability national conference: ‘Power and Passion,  Progress through Partnerships” Conference. Hobart 4-6th November.
  
  
• Carmichael, C. S., & Hay, I.  (2009). The development and validation of the Students' Self-Efficacy for  Statistical Literacy Scale. In R. Hunter, B. Bicknell & T. Burgess (Eds.),  Proceedings of the 32nd annual conference of the Mathematics Education Research  Group of Australasia (Vol. 1, pp. 97-104). Wellington: MERGA Inc
  
  
• Hay, I., Callingham, R., &  Fielding-Barnsley, R. (2009). Diagnosing children’s letter sound knowledge  using a parsimonious spelling word list. Pacific Rim  Objective Measurement Symposium  (PROMS),  28 - 30 July 2009. Hong Kong Institute of Education, HKSAR, China
  
  
• 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.

• Hay, I.,  Llewthwai; B., &  Alloway, N. (2009).  Charles Darwin University, Northern   Territory, School   of Education review  report. 
  
  
• 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.

• Hay, I. (2009). Effective  Evaluation of Literacy. Northern Tasmania  Principles the Raising the Bar Closing the Gap Northern Conference, Launceston,  July
  
  
• Hay, I. (2009). Successful  Classroom Literacy Strategies. Tasmania Principles the Raising the Bar Closing  the Gap State wide conference , Launceston.  December
  
  
• Hay, I. (2009). Facilitating  Quality Home and School Literacy Habits. Cradle  Coast Campus  University of Tasmania Burnie, October
  
  
• Hay, I. (2009). Youth, Literacy, and  At-Risk Behaviour. Tasmania Community Fund  Conference: Hobart  August.
  
  
• Hay, I. (2009). At risk youth,  intervention and literacy. Key note speaker to the Tasmanian Community  Development Conference. 2nd October.
  
  
• Hay, I (2009) Facilitating  positive home school literacy practices, Invited public lecture Cradle Coast  Campus University of Tasmania, 15th September.
  
  
• Hay, I. & Fielding-Barnsley,  R. (2009). The influence of Socio-Economic factors on students’ literacy  development. International Academe for Research into Learning Difficulties,  IARLD Conference, Wellington New Zealand 14-17th January
  
  
• Hay, I. & Fielding-Barnsley,  R. (2009) Effective literacy education - An Australian Perspective.  International Academe for Research into Learning Difficulties, IARLD  Conference, Wellington New Zealand 14-17th  January, (Invited Key note) 

Research

• Ian's profile on the UTAS Web Access Research Portal (WARP)