Profiles

Ian Hay

UTAS Home Professor Emeritus Ian Hay
Ian Hay

Ian Hay

Professor Emeritus

Room A233b, Building A, Newnham Campus

+61 3 6324 3724 (phone)

+61 3 6324 3303 (fax)

ian.hay@utas.edu.au

Professor Emeritus Ian Hay is an active researcher who holds both a Professor Emeritus position with the University of Tasmania and a part time research position within the Faculty of Education University of Tasmania.

Career summary

Qualifications

  • PhD (1994) 'The formation of self-perception and the interactions between academic self-perception and academic achievement of primary school students', University of Queensland, Australia 
  • MEdSt (1984) Counselling and Educational Psychology, University of Queensland, Australia
  • BA (Psych) (1980), The University of Queensland, Australia
  • DipT (1974), North Brisbane College of Advanced Education, Australia

Biography

Professor Ian Hay PhD MAPS, is the former 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.

Research Themes

Professor Ian Hay is an active researcher who has been award significant competitive research funding from the Australian Research Council over the last 20 years. He has over 250 research publications, and his research had appeared in many of the leading international educational psychology journals and journals with a focus on students with learning difficulties. His research on the interactions between students' language development and their reading is regarded as seminal on this topic, as his work on the educational characteristics of students with high and low self-concept. Recently his research on phonological awareness has been converted into technology based learning resources. He is an interdisciplinary researcher and is now working with medical and public health researchers investing the impact of low iodine of the development of the children's neurological network

Memberships

Professional practice

  • Fellow of the International Academy of Research into Learning Disabilities (2003-)
  • 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-)
  • Registered Teacher: Queensland Board of Teacher Registration (1974-)

Administrative expertise

  • Former Executive Dean of the Faculty of Education University of Tasmania
  • Former Head of the School of Education: University of New England, Armidale, NSW

Teaching

Students with learning difficulties, Educational Psychology, Literacy Education, Research methods

Teaching expertise

Ian Hay's teaching expertise over the last 10 years has been mainly at the postgraduate level with a strong focus on units associated with Literacy Education and Research methods, particularly quantitative analysis.

Teaching responsibility

Professor Ian Hay's main teaching responsibilities are now centred on PhD supervision.  He has taught research methods at the undergraduate and postgraduate levels and advanced postgraduate units related to literacy education and students with special education needs.

Research Appointments

  • 2012 external reviewer Southern Cross University's school of Education.
  • 2008-2013 Appointed to the Executive of the Australian Council of Deans of Education
  • 2010 -2011 Representative of the Australian Council of Deans of Education to ACARA (Australian Curriculum Assessment and Reporting Authority). This was the peak Educational authority in Australia, reporting directly to the Federal Minister of Education.
  • 2009-2011 Appointed to the expert review panel of the Australian English Curriculum
  • 2009-2011 Appointed by the Premier of Tasmania to the Board of the Tasmanian Early Years Foundation
  • 2009-2011 Member of the National Board for Learning Difficulties Australia
  • On the editorial  board of five international  education journals

Research Invitations

  • Medical research on the longitudinal impact of low iodine of Tasmanian students' academic achievement. Tasmanian Community fund and the Royal Hobart Hospital research fund $70,000
  • Powerful Knowledge project on effective teaching in Literacy and maths :ARC national research project $250,000
  • School retention in Tasmania: A regional and rural; ARC national research project $350000
  • Evaluation of the Autism Specific Early Learning and Care Centre in north-west Tasmania, (Centre received funding $4.8 million, which I was the senior writer of this grant) evaluation $70,000.
  • Evaluation of the four district educational initiative : Tasmanian Government $180,000
  • Evaluation of the Autism Specific Early Learning and Care Centre in north-west Tasmania, (funding $4.8 million) evaluation $70,000.
  • Implementing and evaluating the life needs models for your people with cerebral palsy.
  • Collaborating partner The Spastic Centre of New South Wales. ARC funding $90,000. Total project funding with Westfield support $210,000
  • Evaluation of the Tasmanian closing the gap and raising the bar school intervention funding. National Literacy Development Funding $170,000.
  • Comparative effectiveness of three literacy teaching approaches for young children with reading difficulties $190,000 ARC national research project.

View more on Professor Ian Hay in WARP

Expertise

Ian Hay's research expertise are in:

  • Students with learning difficulties 
  • Educational Psychology
  • Literacy Education
  • Reading development
  • Self-concept formation

Awards

2013    awarded Professor Emeritus by the Council of the University of Tasmania for exemplary service to Education and Research to the University

 2007     PhD Student Dr Gary Woolley, supervised by Prof Ian Hay was 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.

 2005    First prize in Education Queensland's Schools Initiatives and Innovation Award for theOutdoor, Adventure and Leadership Studies Program, which I was a principal consultant for 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 counties.

2004         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.

2003    Made a Fellow of the International Academy of Research into Learning Disabilities IARLD (awarded 2003). IARLD is the leading international research organization in the domain of learning disabilities. Appointment at the fellow level requires to be nominated within the organization, with one's research work evaluated and identify as leading world research in the domain.

2002    Awarded Griffith University medal for diligent services from the Office of the Vice-Chancellor

Collaboration

  • Involved with research collaboration with the Menzies's Medical Research Institute, on the role of iodine on children's learning
  • International Collaboration with New Zealand University's on the teacher effectiveness National project
  • Lead researcher but in collaboration with researchers from UNE for one project, Deakin University for a second, one was investigating the life needs model for individuals with a disability, the second in school retention.
  • Involved with national Fiji evaluation of assessment practices in Fiji schools
  • Involved with the American Educational Research Association on the role of interest on students maths ability lead to a ACER book

Current projects

  • Medical research on the longitudinal impact of low iodine of Tasmanian students' academic achievement. Tasmanian Community fund and the Royal Hobart Hospital research fund $70,000
  • Powerful Knowledge project on effective teaching in Literacy and maths :ARC national research project $250,000
  • School retention in Tasmania: A regional and rural; ARC national research project $350000

Fields of Research

  • Special Education and Disability (130312)
  • English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204)
  • Mathematics and Numeracy Curriculum and Pedagogy (130208)
  • Continuing and Community Education (130101)
  • Secondary Education (130106)
  • Educational Counselling (130305)
  • Epidemiology (111706)
  • Education (139999)
  • Early Childhood Education (excl. Maori) (130102)
  • Curriculum and Pedagogy Theory and Development (130202)
  • Endocrinology (110306)
  • Education Systems (130199)
  • Educational Technology and Computing (130306)
  • Creative Arts, Media and Communication Curriculum and Pedagogy (130201)
  • Care for Disabled (111703)
  • Education Assessment and Evaluation (130303)
  • Learning Sciences (130309)
  • Educational Administration, Management and Leadership (130304)
  • Nutrition and Dietetics (111199)
  • Health Promotion (111712)
  • Primary Education (excl. Maori) (130105)
  • Health and Community Services (111708)
  • Social Change (160805)

Research Objectives

  • Pedagogy (930201)
  • Learner and Learning Processes (930102)
  • Learner Development (930103)
  • Education and Training (939999)
  • Special Needs Education (939907)
  • School/Institution (930499)
  • Assessment and Evaluation of Curriculum (930301)
  • School/Institution Community and Environment (930402)
  • School/Institution Policies and Development (930403)
  • Education and Training Systems (930599)
  • Child Health (920501)
  • Endocrine Organs and Diseases (excl. Diabetes) (920106)
  • Learner and Learning Achievement (930101)
  • Teaching and Instruction (930299)
  • Workforce Transition and Employment (939908)
  • Learner and Learning (930199)
  • Management and Leadership of Schools/Institutions (930401)
  • Teacher and Instructor Development (930202)
  • Syllabus and Curriculum Development (930302)
  • Nutrition (920411)
  • Specific Population Health (excl. Indigenous Health) (920599)
  • Education and Training Systems Policies and Development (930501)
  • Teaching and Instruction Technologies (930203)
  • Preventive Medicine (920412)
  • Hearing, Vision, Speech and Their Disorders (920107)
  • Ability and Disability (940101)
  • Skeletal System and Disorders (incl. Arthritis) (920116)
  • Diabetes (920104)
  • Health Status (e.g. Indicators of Well-Being) (920408)
  • Public Health (excl. Specific Population Health) (920499)
  • Disability and Functional Capacity (920403)
  • Evaluation of Health Outcomes (920204)
  • Allied Health Therapies (excl. Mental Health Services) (920201)

Publications

Many of Emeritus Professor Hay's publications continue to be frequently cited in international research literature.  Ian's early research on the formation of self-concept is very well quoted in educational psychology research, and he was asked to write the chapter on adolescent self-concept formation in theEncyclopedia of Adolescence published by Springer

Total publications

104

Journal Article

(35 outputs)
YearCitationAltmetrics
2017Allen JM, Wright SE, Cranston NC, Watson JM, Beswick K, et al., 'Raising levels of school student engagement and retention in rural, regional and disadvantaged areas: is it a lost cause?', International Journal of Inclusive Education pp. 1-17. ISSN 1360-3116 (In Press) [Refereed Article]

DOI: 10.1080/13603116.2017.1370737 [eCite] [Details]

Co-authors: Wright SE; Cranston NC; Watson JM; Beswick K

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2017Hopwood B, Hay I, Dyment J, 'Students' reading achievement during the transition from primary to secondary school', Australian Journal of Language and Literacy, 40, (1) pp. 46-58. ISSN 1839-4728 (2017) [Refereed Article]

[eCite] [Details]

Co-authors: Hopwood B; Dyment J

2016Hay I, Wright S, Watson J, Allen J, Beswick K, et al., 'Parent-child connectedness for schooling and students' performance and aspirations: An exploratory investigation', International Journal of Educational Research, 77 pp. 50-61. ISSN 0883-0355 (2016) [Refereed Article]

DOI: 10.1016/j.ijer.2016.02.004 [eCite] [Details]

Co-authors: Wright S; Watson J; Beswick K; Cranston N

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2016Thomas J, Dyment JE, Moltow D, Hay I, ' It is my decision, and it's really up to me. But they wanted me to do it': an exploration of choice in enrolling in a reengagement programme', International Journal of Inclusive Education, 20, (11) pp. 1172-1187. ISSN 1360-3116 (2016) [Refereed Article]

DOI: 10.1080/13603116.2016.1155665 [eCite] [Details]

Co-authors: Thomas J; Dyment JE; Moltow D

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2016Watson J, Wright S, Hay I, Beswick K, Allen J, et al., 'Rural and regional students' perceptions of schooling and factors that influence their aspirations', Australian and International Journal of Rural Education, 26, (2) pp. 4-18. ISSN 1839-7387 (2016) [Refereed Article]

[eCite] [Details]

Co-authors: Watson J; Wright S; Beswick K

2016Cranston N, Watson J, Allen J, Wright S, Hay I, et al., 'Overcoming the challenges of keeping young people in education: A wicked problem with implications for leadership, policy and practice', Leading and Managing, 22, (1) pp. 1-18. ISSN 1329-4539 (2016) [Refereed Article]

[eCite] [Details]

Co-authors: Cranston N; Watson J; Wright S; Beswick K; Smith C; Roberts W; Kameniar B

2016Hopwood B, Hay I, Dyment J, 'The transition from primary to secondary school: Teachers' perspectives', Australian Educational Researcher, 43, (3) pp. 289-307. ISSN 0311-6999 (2016) [Refereed Article]

DOI: 10.1007/s13384-016-0200-0 [eCite] [Details]

Co-authors: Hopwood B; Dyment J

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2013Watson J, Allen J, Beswick K, Cranston N, Hay I, et al., 'Issues related to students' decisions to remain in school beyond year 10', Youth Studies Australia, 32, (2) pp. 21-29. ISSN 1038-2569 (2013) [Refereed Article]

[eCite] [Details]

Citations: Scopus - 2

Co-authors: Watson J; Allen J; Beswick K; Cranston N; Wright S; Kidd L

2013Yu JJ, Kim H, Hay I, 'Understanding adolescents' problematic internet use from a social/cognitive and addiction research framework', Computers in Human Behavior, 29, (6) pp. 2682-2689. ISSN 0747-5632 (2013) [Refereed Article]

DOI: 10.1016/j.chb.2013.06.045 [eCite] [Details]

Citations: Scopus - 17Web of Science - 15

Co-authors: Yu JJ

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2013Hynes KL, Otahal P, Hay I, Burgess JR, 'Mild Iodine Deficiency During Pregnancy Is Associated With Reduced Educational Outcomes in the Offspring: 9-Year Follow-up of the Gestational Iodine Cohort', Journal of Clinical Endocrinology and Metabolism, 98, (5) pp. 1954-1962. ISSN 0021-972X (2013) [Refereed Article]

DOI: 10.1210/jc.2012-4249 [eCite] [Details]

Citations: Scopus - 99Web of Science - 88

Co-authors: Hynes KL; Otahal P; Burgess JR

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2012Hay I, Fielding-Barnsley R, 'Social learning, language and literacy', Australasian Journal of Early Childhood, 37, (1) pp. 24-29. ISSN 0312-5033 (2012) [Refereed Article]

[eCite] [Details]

Citations: Scopus - 6Web of Science - 2

Co-authors: Fielding-Barnsley R

2012Fielding-Barnsley R, Hay I, '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. ISSN 1038-1562 (2012) [Refereed Article]

[eCite] [Details]

Co-authors: Fielding-Barnsley R

2010Carmichael C, Callingham R, Hay I, Watson J, 'Statistical literacy in the middle school: The relationship between interest, self-efficacy and prior mathematics achievement', Australian Journal of Educational & Developmental Psychology, 10, (2010) pp. 83-93. ISSN 1446-5442 (2010) [Refereed Article]

[eCite] [Details]

Citations: Scopus - 8

Co-authors: Callingham R; Watson J

2010Carmichael C, Callingham R, Hay I, Watson J, 'Measuring Middle School Students' Interest in Statistical Literacy', Mathematics Education Research Journal, 22, (3) pp. 9-39. ISSN 1033-2170 (2010) [Refereed Article]

DOI: 10.1007/BF03219776 [eCite] [Details]

Citations: Scopus - 3

Co-authors: Callingham R; Watson J

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2010Hay I, Fielding-Barnsley R, Taylor T, 'Facilitating young children's language and vocabulary development using a cognitive framework', He Kupu e-Journal, 2, (3) pp. 37-46. ISSN 1179-6812 (2010) [Refereed Article]

[eCite] [Details]

Co-authors: Fielding-Barnsley R; Taylor T

2010Simmons NP, Hay I, 'Early Adolescents' friendship patterns in middle school: Social-emotional and academic implications', Australian Educational and Developmental Psychologist, 27, (2) pp. 59 - 69. ISSN 0816-5122 (2010) [Refereed Article]

DOI: 10.1375/aedp.27.2.59 [eCite] [Details]

Citations: Scopus - 2

Co-authors: Simmons NP

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2009Carmichael C, Callingham RA, Watson JM, Hay I, 'Factors Influencing the Development of Middle School Students' Interests in Statistical Literacy', Statistics Education Research Journal, 8, (1) pp. 62-81. ISSN 1570-1824 (2009) [Refereed Article]

[eCite] [Details]

Co-authors: Callingham RA; Watson JM

2009Hay I, Fielding-Barnsley R, 'Competencies that underpin children's transition into early literacy', Australian Journal of Language and Literacy, 32, (2) pp. 148-162. ISSN 1038-1562 (2009) [Refereed Article]

[eCite] [Details]

2009Winn S, Hay I, 'Transition from school for youths with a disability: issues and challenges', Disability and Society, 24, (1) pp. 103-115. ISSN 0968-7599 (2009) [Refereed Article]

DOI: 10.1080/09687590802535725 [eCite] [Details]

Citations: Scopus - 39Web of Science - 42

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2007Hay I, 'Learning the Language', Bedrock, 12, (2) pp. 12-14. ISSN 1326-7566 (2007) [Professional, Non Refereed Article]

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2007Hay I, Gordon E, Fielding-Barnsley RO, Homel R, Freiberg K, 'Language Delays, Reading Delays, and Learning Difficulties: Interactive Elements Requiring Multidimensional Programming', Journal of Learning Disabilities, 40, (5) pp. 400-409. ISSN 0022-2194 (2007) [Refereed Article]

DOI: 10.1177/00222194070400050301 [eCite] [Details]

Citations: Scopus - 24Web of Science - 14

Co-authors: Fielding-Barnsley RO

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2007Woolley G, Hay I, 'Reading intervention: The benefits of using trained tutors', Australian Journal of Language and Literacy, 30, (1) pp. 9-20. ISSN 1038-1562 (2007) [Refereed Article]

[eCite] [Details]

2007Hay I, Fielding-Barnsley RO, 'Facilitating children's emergent literacy using shared reading: a comparison of two models', Australian Journal of Language and Literacy, 30, (3) pp. 191-202. ISSN 1038-1562 (2007) [Refereed Article]

[eCite] [Details]

Co-authors: Fielding-Barnsley RO

2006Elias G, Hay I, Homel R, Freiberg K, 'Enhancing parent-child book reading in a disadvantaged community', Australian Journal of Early Childhood, 31, (1) pp. 20-25. ISSN 0312-5033 (2006) [Refereed Article]

[eCite] [Details]

2006Hay I, Booker G, 'Teachers' Perceptions and Classroom Application of Mathematical Computer Software', Journal of Cognitive Education and Psychology, 6, (1) pp. 61-71. ISSN 1945-8959 (2006) [Refereed Article]

[eCite] [Details]

2006Hay I, Cuskelly K, 'School counsellors and young people in care', Australian Journal of Guidance and Counselling, 16, (1) pp. 106-118. ISSN 1037-2911 (2006) [Refereed Article]

[eCite] [Details]

2005Cheryl C, Hay I, 'A preliminary investigation of parenting attributes of Australian foster carers', Australian Educational and Developmental Psychologist, 22, (2) pp. 65-83. ISSN 0816-5122 (2005) [Refereed Article]

[eCite] [Details]

2005Cooney K, Hay I, 'Internet-based literacy development for middle school students with reading difficuties', Literacy Learning: The Middle Years, 13, (1) pp. 36-44. ISSN 1320-5692 (2005) [Refereed Article]

[eCite] [Details]

2005Freiberg K, Homel R, Batchelor S, Carr A, Hay I, et al., 'Creating pathways to participation: A community-based developmental prevention project in Australia', Children & Society, 19, (2) pp. 144-157. ISSN 1099-0860 (2005) [Refereed Article]

DOI: 10.1002/chi.867 [eCite] [Details]

Citations: Scopus - 27

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2005Hay I, 'Facilitating children's self-concept: A rationale and evaluative study', Australian Journal of Guidance and Counselling, 15, (1) pp. 60-67. ISSN 1037-2911 (2005) [Refereed Article]

DOI: 10.1375/ajgc.15.1.60 [eCite] [Details]

Citations: Scopus - 7

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2005Hay I, Winn S, 'Students with Aspergers Syndrome in an inclusive secondary school environment: Teachers, parents and students perspectives', Australasian Journal of Special Education, 29, (2) pp. 140-154. ISSN 1030-0112 (2005) [Refereed Article]

DOI: 10.1080/1030011050290206 [eCite] [Details]

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2004Cheryl C, Hay I, 'Wellbeing and competitive employment for adults with an acquired physical or psychological disability', Australian Journal of Rehabilitation Counselling, 10, (1) pp. 27-35. ISSN 1323-8922 (2004) [Refereed Article]

[eCite] [Details]

2003Hay I, Ashman A, 'The development of adolescents' emotional stability and general self-concept: the interplay of parents, peers and gender', International Journal of Disability, Development and Education, 50, (1) pp. 77-91. ISSN 1034-912X (2003) [Refereed Article]

DOI: 10.1080/1034912032000053359 [eCite] [Details]

Citations: Scopus - 70

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2002Hay I, 'Enhancing guidance and school counselling consultation services from a self-system psychological perspective', Australian Journal of Guidance and Counselling, 12, (1) pp. 11-20. ISSN 1037-2911 (2002) [Refereed Article]

[eCite] [Details]

2000Hay I, 'Gender Self-Concept Profiles of Adolescents Suspended from High School', Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, (3) pp. 345-352. ISSN 0021-9630 (2000) [Refereed Article]

DOI: 10.1017/S0021963099005260 [eCite] [Details]

Citations: Scopus - 36Web of Science - 26

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Chapter in Book

(20 outputs)
YearCitationAltmetrics
2016Tikoduadua M, Hay I, 'Fiji Primary School Teachers' Perceptions of Classroom-Based Assessment', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 297-308. ISBN 9789463005227 (2016) [Research Book Chapter]

[eCite] [Details]

2015Hay I, Callingham R, Carmichael C, 'Interest, self-efficacy, and academic achievement in a statistics lesson', Interest in mathematics and science learning, American Educational Research Association, KA Renniger, M Nieswandt & S Hidi (ed), Washington DC, United States, pp. 173-188. ISBN 978-0-935302-15-8 (2015) [Research Book Chapter]

[eCite] [Details]

Co-authors: Callingham R

2015Hay I, Watson J, Allen J, Beswick K, Cranston N, et al., 'Factors that influence students' educational aspirations', Education transforms - Papers and reflections: Occasional Publications No. 1, The Peter Underwood Centre for Educational Attainment, University of Tasmania, Stratford E and Kilpatrick S (ed), Tasmania ISBN 978-1-86295-845-6 (2015) [Other Book Chapter]

[eCite] [Details]

Co-authors: Watson J; Allen J; Beswick K; Cranston N; Wright S

2015Hynes KL, Otahal P, Hay I, Burgess JR, 'Mild Iodine Deficiency During Pregnancy is Associated with Reduced Educational Outcomes in the Offspring: 9-Year Follow-up of the Gestational Iodine Cohort', Prenatal and Childhood Nutrition: Evaluating the Neurocognitive Connections, Apple Academic Press, Inc., C Croft (ed), United States, pp. 193-210. ISBN 978-1-77188-094-7 (2015) [Research Book Chapter]

[eCite] [Details]

Co-authors: Hynes KL; Otahal P; Burgess JR

2015Brett P, Hay I, Shorter D, 'Enhancing students' persuasive writing through professional learning and action research', Linguistics and language education in new horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New York, pp. 385-399. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]

[eCite] [Details]

Co-authors: Brett P; Shorter D

2014Giacon SA, Hay I, 'Parents' evaluation of an early learning support program', The Future of Educational Research, Sense Publishers, N. Fitzallen, S. Fan & R. Reaburn (ed), Netherlands, pp. 25-34. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter]

[eCite] [Details]

2014Hay I, 'Literacy development: An interactive perspective', The Future of Educational Research, Sense Publishers, N. Fitzallen, S. Fan & R. Reaburn (ed), Netherlands, pp. 281-290. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter]

[eCite] [Details]

2014Hopwood Belinda, Hay I, Dyment JE, 'Literacy and students' transition into secondary school', The Future of Educational Research, Sense Publishers, N. Fitzallen, S. Fan & R. Reaburn (ed), Netherlands, pp. 291 - 300. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter]

[eCite] [Details]

Co-authors: Hopwood Belinda; Dyment JE

2014Moni K, Hay I, 'Secondary School and Beyond', Education for Inclusion and Diversity, Pearson, AF Ashman (ed), Melbourne, Victoria, Australia, pp. 333-375. ISBN 9781486005215 (2014) [Other Book Chapter]

[eCite] [Details]

2013Hay I, 'Researching Across Boundaries in the Social Sciences', Conducting Research in a Changing and Challenging World, Nova Science Publishers, T Le & Q Le (ed), New York, pp. 3-13. ISBN 978-1-62618-651-4 (2013) [Revised Book Chapter]

[eCite] [Details]

2013Hay I, Callingham R, Wright F, 'Social learning, language and instruction for adult learners where English is their second language', Constructing Educational Achievement: A Sociocultural perspective, Routledge, S Phillipson, KYL Ku & SN Phillipson (ed), London, pp. 148-160. ISBN 978-0-415-51711-9 (2013) [Research Book Chapter]

[eCite] [Details]

Co-authors: Callingham R

2013Woolley G, Hay I, 'Partnerships', Teaching the Early Years: Curriculum Pedagogy and Assessment, Allen & Unwin, D Pentergast & S Garvis (ed), Australia, pp. 216-230. ISBN 9781742379951 (2013) [Other Book Chapter]

[eCite] [Details]

2011Hay I, Ashman AF, 'Self-Concept', Encyclopedia of Adolescence, Springer, RJ Levesque (ed), New York, pp. 2516-2536. ISBN 978-1-4419-1695-2 (2011) [Research Book Chapter]

DOI: 10.1007/978-1-4419-1695-2_281 [eCite] [Details]

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2011Hay I, Fielding-Barnsley R, 'Responding to the challenge of transitioning children into effective literacy', Language and Literacy Education in a Challenging World, Nova Science Publishers, T Le, Qu Le, M Short (ed), New York, pp. 119-132. ISBN 978-1-61761-198-8 (2011) [Research Book Chapter]

[eCite] [Details]

Co-authors: Fielding-Barnsley R

2011Hay I, Simmons N, 'The significance of the pan-cultural factors of self-concept, friendship and emotional development on students' learning identity', Linguistic diversity and cultural identity: A global perspective, Nova Science Publishers, Q Le, T Le (ed), New York, pp. 189-198. ISBN 978-1-61209-602-5 (2011) [Research Book Chapter]

[eCite] [Details]

Co-authors: Simmons N

2011Hay I, Woolley G, 'The challenge of reading comprehension', Language and Literacy Education in a Challenging World, Nova Science Publishers, T Le, Q Le, M Short (ed), New York, pp. 197-210. ISBN 978-1-61761-198-8 (2011) [Research Book Chapter]

[eCite] [Details]

2011Moni KB, Hay I, 'Secondary School and Beyond', Education for Inclusion and Diversity, Pearson, A Ashman, J Elkins (ed), Australia, pp. 325-359. ISBN 978-1-4425-4026-2 (2011) [Other Book Chapter]

[eCite] [Details]

2009Moni K, Hay I, 'Secondary school and transitions', Education for Inclusion and Diversity, Pearson Education Australia, Ashman, A & Elkins, E. (ed), Australia, pp. 305-336. ISBN 9781442502048 (2009) [Other Book Chapter]

[eCite] [Details]

2004Woolley G, Hay I, 'Using imagery as a strategy to enhance students' comprehension of read text', Learning Difficulties, Pearson Education Australia, Bruce Allen Knight & Wendy Scott (ed), NSW, Australia, pp. 82-98. ISBN 1-74103-324-1 (2004) [Research Book Chapter]

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2003Hay I, Winn S, 'The sources of stress for special educators working in inclusive settings', Reimagining Practice: Researching Change, School of Cognition, Language, and Special Education Griffith University, Brendan Bartlett, Fiona Bryer, and Dick Roebuck (ed), Crowne Plaza Surfers Paradise, Australia, pp. 48-57. ISBN 0-909291-86-1 (2003) [Research Book Chapter]

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Conference Publication

(38 outputs)
YearCitationAltmetrics
2017Hay I, Hynes KL, Burgess JR, Otahal P, 'Learning Difficulties and Mild Iodine Deficiency', Presentation at 41st Annual IARLD Conference, 5-7 July 2017, Brisbane, Australia (2017) [Conference Extract]

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Co-authors: Hynes KL; Burgess JR; Otahal P

2016Allen JM, Watson JM, Wright S, Hay I, Cranston N, et al., 'Hearing the Community Voice in Relation to Student Retention in Rural, Regional and Disadvantaged Areas', Proceedings of ECER 2016, 22-26 August 2016, Dublin, Ireland, pp. 1-4. (2016) [Conference Extract]

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Co-authors: Allen JM; Watson JM; Wright S; Beswick K

2016Watson J, Wright S, Allen J, Hay I, Cranston N, et al., 'Community involvement in rural and regional schooling and student retention', Proceedings of the 2016 Australian Association for Research in Education (AARE) Conference, 27 November - 1 December 2016, Melbourne, Victoria, Australia, pp. 1-15. ISSN 1324-9320 (2016) [Refereed Conference Paper]

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Co-authors: Watson J; Wright S; Cranston N; Beswick K

2016Jaikaran-Doe S, Fluck A, Hay I, 'Exploring teachers' confidence to integrate technology in Trinidad and Tobago', Proceedings of the 2016 Australian Association for Research in Education (AARE) Conference, 27 November - 01 December 2016, Melbourne, pp. 1-11. ISSN 1324-9320 (2016) [Refereed Conference Paper]

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Co-authors: Jaikaran-Doe S; Fluck A

2015Hay I, Watson J, Allen J, Beswick K, Cranston N, et al., 'Factors that influence students' educational aspirations', Education transforms - Papers and reflections, 14-16 July, The Peter Underwood Centre, Hobart, Tasmania, pp. 89-93. ISBN 978-1-86295-845-6 (2015) [Non Refereed Conference Paper]

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Co-authors: Watson J; Allen J; Beswick K; Cranston N; Wright S

2015Watson JM, Wright SE, Allen JM, Beswick K, Hay I, et al., 'Listening to the Community on Student Retention', AARE Conference Proceedings, 29 November, University of Notre Dame, Fremantle WA, pp. 1-16. ISSN 1324-9320 (2015) [Refereed Conference Paper]

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Co-authors: Watson JM; Wright SE; Beswick K; Cranston NC

2015Hay I, Callingham RA, Chick HL, Beswick K, Nicholson T, et al., 'Can Teachers' Pedagogical Content Knowledge in Subject English Really be Measured?', Contributed Papers, 11-13 February, University of Tasmania, pp. 1-3. (2015) [Non Refereed Conference Paper]

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Co-authors: Callingham RA; Chick HL; Beswick K; Shorter D; Hopwood Belinda; Jones JM

2015Thomas J, Dyment J, Moltow D, Hay I, 'Understanding The Complexities of Disengagement Through a Symbolic Interactionist lens', European Conference on Education and Research, (2015) [Conference Extract]

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Co-authors: Thomas J; Dyment J; Moltow D

2014Hay I, 'Teaching probability: using levels of dialogue and proportional reasoning', Proceedings of the 9th International Conference on Teaching Statistics, 13-18 July 2014, Flagstaff, Arizona, USA, pp. 1-3. (2014) [Non Refereed Conference Paper]

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2012Callingham R, Hay I, 'Personal numeracy standards of entrants to teacher education courses', Proceedings of the 2012 Australian Association for Research in Education Conference, 2-6 December 2012, University of Sydney, Australia, pp. 1-11. ISSN 1324-9320 (2012) [Refereed Conference Paper]

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Co-authors: Callingham R

2012Beswick K, Hay I, Watson J, Allen J, Cranston N, 'Factors influencing students' decisions about post-year 10 education', Proceedings of the 2012 Australian Association for Research in Education Conference, 2-6 December 2012, University of Sydney, Australia, pp. 1-8. ISSN 1324-9320 (2012) [Refereed Conference Paper]

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Co-authors: Beswick K; Watson J; Allen J; Cranston N

2012Hay I, 'Researching across boundaries in the social sciences', International Innovative Research in a Changing and Challenging World: Conference Proceedings, 16-18 May 2012, Phuket, Thailand, pp. 15-29. ISBN 978-0-646-58268-9 (2012) [Refereed Conference Paper]

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2012Hay I, Winn S, 'High functioning autism spectrum disorder: A challenge to secondary school educators and the students with the condition', Proceedings of the 2012 Australian Association for Research in Education Conference, 2-6 December 2012, University of Sydney, Australia, pp. 1-12. ISSN 1324-9320 (2012) [Refereed Conference Paper]

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2012Hopwood B, Hay I, Dyment J, '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, University of Sydney, Australia, pp. 1-16. ISSN 1324-9320 (2012) [Refereed Conference Paper]

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Co-authors: Hopwood B; Dyment J

2012Cranston N, Allen J, Watson J, Hay I, Beswick K, 'Findings from a pilot study into student retention beyond year 10', Proceedings of the 2012 Australian Association for Research in Education Conference, 2-6 December 2012, University of Sydney, Australia, pp. 1-9. ISSN 1324-9320 (2012) [Refereed Conference Paper]

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Co-authors: Cranston N; Allen J; Watson J; Beswick K

2011Hay I, 'Effective reading instruction: Acquisition, fluency and comprehension', How Empirical Research can inform reading instruction, 24-25 June 2011, Taipei, Taiwan, pp. 1. (2011) [Keynote Presentation]

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2011Walker E, Hay I, Reynolds B, 'The interactions of self-concept, behaviour and gender for year one children', Proceedings of the 2011 Australian Association for Research in Education Conference, 27 November - 1 December 2011, Hobart, Tasmania, pp. 1-10. ISSN 1324-9320 (2011) [Refereed Conference Paper]

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Co-authors: Walker E; Reynolds B

2010Carmichael C, Hay I, 'Developmental changes in Australian school students' interest for statistical literacy', Data and context in statistics education: Towards an evidence-based society, 11-16 July 2010, Ljubljana, Slovenia EJ ISBN 978-90-77713-54-9 (2010) [Refereed Conference Paper]

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2010Hay I, 'Teachers' Perceptions of Best Practice in Statistical Literacy Education', Data and context in statistics education: Towards an evidence-based society, 11-16 July 2010, Ljubljana, Slovenia EJ ISBN 978-90-77713-54-9 (2010) [Refereed Conference Paper]

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2010Ollington N, Hay I, Abbott-Chapman J, Pedersen SJ, Sigafoos J, 'Autism, behavioural flexibility and play-based functional assessment', Seeking Excellence: Conference Handbook of the 45th Australasian Society for the Study of Intellectual Disability Conference, 29 September - 1 October 2010, Brisbane, Australia, pp. 13, 46. (2010) [Conference Extract]

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Co-authors: Ollington N; Abbott-Chapman J; Pedersen SJ; Sigafoos J

2009Carmichael C, Callingham RA, Hay I, Watson JM, 'Creating a Measure of Middle School Students' Interest in Statistical Literacy: Is it Possible?', Pacific Rim Objective Measurement Symposium, 28-30 July 2009, Hong Kong, pp. 1-5. ISBN 008044184-X (2009) [Conference Extract]

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Co-authors: Callingham RA; Watson JM

2009Carmichael C, Hay I, 'The Development and Validation of the Students' Self-efficacy for Statistical Literacy Scale', Crossing Divides: MERGA 32 Conference Proceedings, 5-9 July 2009, New Zealand, pp. 1-8. ISBN 978-1-920846-20-6 (2009) [Refereed Conference Paper]

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2009Hay I, Callingham RA, Fielding-Barnsley RO, 'Diagnosing Children's Letter Sound Knowledge Using a Parsimonious Spelling Word List', Pacific Rim Objective Measurement Symposium, 28-30 July 2009, Hong Kong, pp. 1-5. ISBN 008044184-X (2009) [Conference Extract]

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Co-authors: Callingham RA; Fielding-Barnsley RO

2009Ollington N, Hay I, Abbott-Chapman JA, Denholm CJ, 'Behavioural Flexibility in Young Children with Autism Spectrum Disorders', Australasian Society for the Study of Intellectual Disability, 4 November 2009, Hobart, pp. 1-5. ISBN 1-57256-057-6 (2009) [Non Refereed Conference Paper]

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Co-authors: Ollington N; Abbott-Chapman JA; Denholm CJ

2009Carmichael C, Hay I, 'Gender Differences in Middle School Students' Interests in a Statistical literacy Context', Crossing Divides: MERGA 32 Conference Proceedings, 5-9 July 2009, New Zealand, pp. 89-96. ISBN 978-1-920846-20-6 (2009) [Refereed Conference Paper]

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2008Carmichael C, Hay I, 'Middle school students' interest in statistical literacy', Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, 28 June - 1 July 2008, Brisbane, QLD, pp. 109-116. (2008) [Refereed Conference Paper]

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2005Ashman A, Hay I, McFarland M, Raciti N, 'The educational adjustment program profile: A Queensland initiative in the identification and monitoring of students with a disability', Proceedings of the 3rd Annual International Conference on Cognition, Language, and Special Education Research, 2-4 December 2005, Crowne Plaza Surfers Paradise, Australia, pp. 49-58. ISBN 1 920952 52 7 (2005) [Refereed Conference Paper]

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2005Fielding-Barnsley RO, Hay I, Ashman A, 'Phonological awareness: necessary but not sufficient', Making Meaning: Creating Connections that Value Diversity, 23-25th September 2005, Brisbane, Australia, pp. 1-6. ISBN 0 646 00349 6 (2005) [Refereed Conference Paper]

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Co-authors: Fielding-Barnsley RO

2005Hay I, Cuskelly M, 'Children & Youth in Foster care: A multidimensional issue for educators', Proceedings of the 3rd Annual International Conference on Cognition, Language, and Special Education Research, 2-4 December 2005, Crowne Plaza Surfers Paradise, Australia, pp. 179-188. ISBN 1920952527 (2005) [Refereed Conference Paper]

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2005Hay I, Cuskelly M, 'Children and Youth in Foster Care: A Multidimensional Issue for Educators', Stimulating the 'Action' as Participants in Participatory Research: Volume 2, 5-7 December 2003, Queensland, pp. 179-188. ISBN 1921166770 (2005) [Refereed Conference Paper]

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2004Fyffe L, Hay I, Palmer G, 'Issues and Concerns in Children's Values Education', Proccedings 2004 2nd Annual International Conference on Cognition, Language, and Special Education Research, 3 - 5 December 2004, Crowne Plaza Surfers Paradise, Australia, pp. 104. (2004) [Refereed Conference Paper]

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2004Hay I, Booker G, 'Evaluating the Booker Maths software for children and the role of software in the curriculum', Proceedings of the 3rd Biennial International Conference on Technology Education Research, 9-11 December 2004, Crowne Plaza Sufers Paradise, Australia, pp. 31-39. (2004) [Refereed Conference Paper]

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2004Hay I, Dempster N, 'Student leadership development through general classroom activities', Proceedings of the 2nd Annual International Conference on cognition, Language, and Special Education Research, 3-5 December 2004, Crowne Plaza Surfers Paradise, Australia, pp. 141-150. (2004) [Refereed Conference Paper]

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2004Hay I, Dempster N, 'Student Leadership Development Through General Classroom Activities', Educating: Weaving Research into Practice: Volume 2, 3-5 December 2004, Queensland, pp. 141-150. ISBN 1921166053 (2004) [Refereed Conference Paper]

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2004Hay I, Winn S, 'Noise and Teacher and Student Stress: A Flawed Inclusive Approach in Inappropriate Facilities?', Proceedings of ACOUSTICS 2004, 3-5 November 2004 , Queensland, pp. 563-563. ISBN 0909882215 (2004) [Refereed Conference Paper]

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2003Hay I, Elias G, Homel R, Freiberg K, Ernst R, et al., 'Nature and Extent of Preschoolers' Language Delays in a Disadvantaged Community', Reimagining Practice: Researching Change: Volume 2, 5-7 December 2003, Queensland, pp. 1-11. ISBN 0909291861 (2003) [Refereed Conference Paper]

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2003Hay I, Winn S, 'The Sources of Stress for Special Educators Working in Inclusive Settings', Reimagining Practice: Researching Change: Volume 2, December 2003, Queensland, pp. 48-57. ISBN 0909291861 (2003) [Refereed Conference Paper]

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2003Woolley G, Hay I, 'Students with late emerging reading difficulties: Reading engagement, motivation, and intervention issues', Proceedings of the 1st Annual International Conference on Cognition, Language, and Special Education Research, 5-7 December 2003, Crowne Plaza Surfers Paradise, Australia, pp. 175-184. (2003) [Refereed Conference Paper]

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Computer Software

(1 outputs)
YearCitationAltmetrics
2012Fielding-Barnsley RO, Hay I, Horton M, Allen R, Walkem NJ, 'Profs' Phonics', 1.0, Apple, Inc, Launceston, Tasmania (2012) [Software Other]

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Co-authors: Fielding-Barnsley RO; Walkem NJ

Contract Report, Consultant's Report

(3 outputs)
YearCitationAltmetrics
2010Winn S, Hay I, Parmenter T, Riches V, 'Making the move: Information for families of children with a disability making the move from primary to secondary school', Department of Human Services, NSW, 1 (2010) [Consultants Report]

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2010Winn S, Hay I, Parmenter T, Riches V, 'Stepping Out: Information for families of young people with a disability moving from secondary school to adult life', Department of Human Services, NSW, 1 (2010) [Consultants Report]

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2006Homel R, Freiberg K, Lamb C, Leech M, Carr A, et al., 'The Pathways to Prevention Project: The First Five Years 1999-2004', Misson Australia & Griffith University, 1 (2006) [Contract Report]

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Other Public Output

(7 outputs)
YearCitationAltmetrics
2011Hay I, Castleton G, Callingham R, Edmunds B, Fielding-Barnsley R, et al., 'Advancing Literacy in Tasmanian Primary Schools', University of Tasmania/Tasmanina Department of Education, Hobart, Tasmania, pp. 1-118. (2011) [Government or Industry Research]

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Co-authors: Castleton G; Callingham R; Edmunds B; Fielding-Barnsley R; Moss T

2006Hay I, Ashman A, 'The Effectiveness of the Current Response to Behaviour Support and Intervention Services', The Effectiveness of the Current Response to Behaviour Support and Intervention Services, Department of Education and the Arts Queensland, Australia, 1, 1 (2006) [Report of Restricted Access]

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2006Homel R, Freiberg K, Lamb C, Leech M, Batchelor S, et al., 'The Pathways to Prevention Project: Doing Developmental Prevention in a Disadvantaged Community', Trends & Issues in Crime and Criminal Justice, Australian Institute of Criminology, Australia, 1, 323 (2006) [Government or Industry Research]

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2005Ashman A, Hay I, 'Education Adjustment Program Beginning School Profile (EAP BSP)', Education Adjustment Program Beginning School Profile (EAP BSP), Performance Monitoring and Reporting Branch Education Queensland, Australia, 1, 1 (2005) [Report of Restricted Access]

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2005Ashman A, Hay I, Bayne B, 'Development of Education Adjustment Program (EAP) Adjustment Profile', Development of Education Adjustment Program (EAP) Adjustment Profile, Performance Monitoring and Reporting Branch Education Queensland, Australia, 1, 1 (2005) [Report of Restricted Access]

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2005Hay I, Dempster N, 'Report on the Evaluation of the Gap Outdoor, Adventure and Leadership Studies (GOALS) Program', Report on the Evaluation of the Gap Outdoor, Adventure and Leadership Studies (GOALS) Program, University of Queensland & Griffith University, Australia, 1, 1 (2005) [Report of Restricted Access]

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2003Hay I, Winn S, 'Issues and Recommendations for the Education of Students with Autistic Spectrum Disorder: A Case Study Review of a Secondary School (Merrimac High)', Issues and Recommendations for the Education of Students with Autistic Spectrum Disorder: A Case Study Review of a Secondary School (Merrimac High), Griffith University, Australia, 1, 1 (2003) [Report of Restricted Access]

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Grants & Funding

The inter-discipline education and medical research on the longitudinal impact of low iodine on students' academic achievement and the related publication from research continues to receive significant international attention in the public health and medical research community

Funding Summary

Number of grants

11

Total funding

$1,440,738

Projects

Tasmanian Iodine Nutrition Collaboration (TasINC) Capacity Building Grant (2014)$24,211
Description
The Tasmanian Iodine Nutrition Collaboration (TasINC) is a cross disciplinary group of researchers investigating iodine nutrition and its impacts on the public health of Tasmanians. The group comprises University of Tasmania (UTas), Royal Hobart Hospital (RHH) and Department of Health and Human Services (DHHS). Funding is provided to investigate the importance of iodine during pregnancy and childhood in Tasmania.
Funding
Royal Hobart Hospital Research Foundation ($24,211)
Scheme
Grant-Clinical Research
Administered By
University of Tasmania
Research Team
Hynes K; Burgess JR; Seal Judy; Hay I
Year
2014
Improving Literacy and Numeracy across Years 5 to 8 in response to the outcomes of the NAPLAN results in Years 7 and 9 (2013 - 2015)$200,000
Description
The aim of this project is to work with four secondary schools and one district high school and their associated primary schools as a cluster, in an actioned-based research approach, that has a strong focus on teacher staff professional learning using the school principal as curriculum leader as a key element. The project will work to improve literacy and numeracy outcomes of high school students targeting the transition from primary to high school as a key determinant of likely success. The purpose of the action research is to explore issues, share best practice pedagogy, beliefs and practices to investigate how the performance of students in Years 7 and 9 can be improved.
Funding
Department of Education Tasmania ($200,000)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Fraser SP; Callingham RA; Beswick K; Hay I; Moltow DT; Chick HL; Brett P; Muir T
Period
2013 - 2015
Powerful knowledge: Mapping out standards of teachers' knowledge for teaching Mathematics and English to achieve the goals of the curriculum (2013 - 2015)$181,000
Description
There is considerable interest in raising the quality of teachers through setting standards and expectations to which all teachers can aspire. This task is complex. The knowledge that teachers need varies across the levels of schooling, with teacher experience, and by subject. The curriculum describes what content must be taught at each year level but there is no parallel pedagogical curriculum to indicate what appropriate pedagogical knowledge is necessary to achieve the goals of the curriculum. The Powerful Knowledge study will map the knowledge and develop benchmark standards of what teachers need to know to teach effectively in Mathematics and English across Levels of Schooling and different Career Stages.
Funding
Australian Research Council ($181,000)
Scheme
Grant-Discovery Projects
Administered By
University of Tasmania
Research Team
Oates GN; Chick HL; Beswick K; Hay I; Callingham RA
Period
2013 - 2015
Grant Reference
DP130103144
Relationship between literacy and hearing in Tasmanian school children following iodine deficiency in pregnancy: 11 year follow-up of the Gestational Iodine Cohort (2013)$73,272
Funding
Tasmanian Community Fund ($73,272)
Scheme
Grant
Administered By
University of Tasmania
Research Team
Hynes K; Burgess JR; Hay I; Otahal P
Year
2013
Personal Numeracy Standards for Entrants to Teacher Education Courses: Research of options to meet AITSL requirements (2012)$20,000
Funding
Australian Council of Deans of Education ($20,000)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Hay I; Callingham RA
Year
2012
Establish a Sustainable National Network of ICTE Expertise to Drive Systemic Change in ICTE Curriculum and Pedagogy in Teacher Education in Australia. (2012)$165,000
Funding
Australian Council of Deans of Education ($165,000)
Scheme
Agreement
Administered By
University of Tasmania
Research Team
Hay I
Year
2012
Are Poor Literacy Outcomes in Tasmanian School Children Correlated with Inadequate Iodine Nutrition Status During Gestation and Early Neonatal Life? (2011)$17,566
Funding
University of Tasmania ($17,566)
Scheme
Grant-Cross Theme
Administered By
University of Tasmania
Research Team
Hynes K; Hay I; Burgess JR
Year
2011
Student retention beyond the compulsory schooling years in rural, regional and disadvantaged communities (2011 - 2014)$384,098
Description
Increased retention of Australian students beyond the compulsory years of schooling is fundamental to improving the skills and capacity of our youth, to lifting the nations educational ranking among OECD countries and, ultimately, to raising Australias productivity and the health and well-being of its people. This longitudinal mixed-methods study draws on expertise from university and industry partners to investigate factors that influence student retention in rural, regional and disadvantaged areas. Located in Tasmania, the research aims to discover best educational practice to enhance retention in schooling in these regions, drawing on and contributing to both national and international research.
Funding
Australian Research Council ($264,000)
Scheme
Grant-Linkage Projects Round 2
Administered By
University of Tasmania
Research Team
Hay I; Beswick K; Cranston NC; Watson JM; Allen JM
Period
2011 - 2014
Grant Reference
LP110200828
Early Years Intervention Autism Centre Evaluation Project (2010 - 2012)$59,091
Description
This project will be centred in Burnie with 'satellite' centres under a 'hub and spoke' model across the north-west region. The project supports the delivery of a multiple models program, ensuring a needs-oriented, best practice facility. The University will participate in the Autism Specific Early Learning and Care Centre (ASELCC) Initiative Evaluation, to be facilitated by the Department of Families, Housing, Community Services and Indigenous Affairs. The UTAS FoE Team will report at the end of each year on how the project has performed in relation to best practice for early intervention programs for children with autism. This will involve the collection of quantitative and qualitative data from key stakeholders as the program progresses.
Funding
Burnie City Council ($59,091)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Hay I; Fielding-Barnsley RO; Moltow DT
Period
2010 - 2012
Raising the Bar, Closing the Gap (2009 - 2010)$151,500
Funding
Department of Education Tasmania ($151,500)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Hay I; Castleton GE; Callingham RA; Milbourne SA
Period
2009 - 2010
Implementing and Evaluating the Life Needs Model for Young People with Cerebral Palsy (2009 - 2011)$165,000
Funding
Australian Research Council ($90,000)
Scheme
Grant-Linkage Projects Round 1
Administered By
University of New England
Research Team
Winn S; Hay I
Period
2009 - 2011
Grant Reference
LP0989177

Research Supervision

Professor Ian Hay has been very active in research higher degree (RHD) supervision.  He has to date successfully supervised over 30 research higher degree candidates to completion. A number of these research higher degrees have been from countries other than Australia and these research higher degree candidates have completed dissertations that are relevant to their own country.  The majority of the research higher degree dissertations have an educational psychology, literacy, and special education focus. Prof Ian Hay is able to do research related to qualitative and quantitative methodologies.

Current

3

Completed

17

Current

DegreeTitleCommenced
PhDEducational Transition, Disadvantage and Adolescent Identity Development: Measuring change using the identitygram approach2012
EdDAn Investigation of the Intersection of Tongan Culture and the Free Wesleyan Church of Tongas Education System2012
PhDThe Knowledge Quartet and English Teaching: Applicability, realisation and potential2013

Completed

DegreeTitleCompleted
PhDRe-engagement of Students after an Alternative Education Program
Candidate: Jeffrey Keith Thomas
2016
PhDScience Fiction Texts, Gender and Transformation
Candidate: Matthew John Coleman
2016
PhDDigital Texts for Shared Reading: Effects on early literacy
Candidate: Katrina Fay McNab
2016
PhDTeachers Confidence with Technology: Perceptions of the impact of a student laptop computer program in Trinidad and Tobago
Candidate: Seeta Jaikaran-Doe
2016
PhDReading Between the Lines: An intervention concerning reading comprehension, students with high-functioning Autism Spectrum Disorder, and the design of educational software for mobile technologies
Candidate: Michelle Irene Somerton
2016
PhDI am a YouTuber A netnographic approach to profiling teen use of YouTube
Candidate: Sun Hee Jang
2015
PhDWriting for change: Persuasion across the school years
Candidate: Damon Peter Thomas
2015
MastersClassroom assessment in Primary Schools in Fiji
Candidate: Mereseini Tikoduadua
2014
PhDEnhancing An Understanding of the Pedagogical Needs of Culturally and Linguistically Diverse Adult TAFE Students
Candidate: Frederick Harvey Wright
2014
PhDTransition to Secondary School: Student Achievement and Teacher Practice
Candidate: Belinda Hopwood
2014
PhDPsycho-Social Relationships and Academic Achievement in Early Adolescence
Candidate: Nathan Paul Simmons
2014
MastersHelping Children with Autism Package - Parents' Perspectives
Candidate: Kathleen Dawn Wilson
2013
PhDAssessing Behavioural Flexibility in Children with Autism Spectrum Disorder Using Play-Based Procedures
Candidate: Nadia Daniela Ollington
2012
PhDAustralian Students' Information and Communication Technology (ICT) use in Middle School and at Home
Candidate: Darren Lee Pullen
2012
PhDVideo-Based Intervention for Individuals with Autism
Candidate: Christopher Stephen Rayner
2011
MastersThe Conductor-Teacher, Conductor-Learner: An Autoethnography of the Dynamic Conducting/Teaching, Learning Process of an Advanced Level Wind Ensemble Conductor
Candidate: Stephen Mark King
2011
PhDThe Development of Middle School Children's Interest in Statistical Literacy
Candidate: Colin Stuart Carmichael
2010