Fay Hadley | Macquarie University (original) (raw)
Fay Hadley holds the position of Director: Initial Teacher Education in the Macquarie School of Education and is an Associate Professor who specialises in leadership in early childhood education and partnerships with families.
Research: Fay’s primary area of research examines leadership in early childhood education. This includes investigating mentoring, professional learning and career pathways for early childhood teachers. She is especially interested in the socio-political environment and how this affects early childhood teachers’ work.
Fay also researches in partnerships with diverse families in educational settings and the impacts this has on outcomes for children. This was the focus of Fay’s PhD and has led to her extend on these findings with studies with early childhood centres in NSW and the ACT, as well as working with colleagues in Canada and Belgium.
Fay was the Chief Investigator on an Enterprise Partnership Scheme Research Project with a before and after school provider, Primary OSHCare. This research developed an understanding of how Primary OSHCare educators and managers perceive the management of child protection matters in relation to the risk of significant harm through abuse and neglect.
Fay supervises Higher Degree Research students whose projects lie within her areas of research specialisation.
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Papers by Fay Hadley
The Australian Educational Researcher
This study assessed the impact of structural characteristics on quality rating and improvement sy... more This study assessed the impact of structural characteristics on quality rating and improvement systems (QRIS) outcomes in an Australian national study. Data from the Australian Children's Education and Care Quality Authority (ACECQA) repository of National Quality Standard (NQS) ratings were used to identify long day care services that had improved from Working Towards NQS to Meeting or Exceeding NQS or had no change over two assessments. QRIS outcomes were examined for state/territory jurisdiction, urban-rural location, community socioeconomic status, type and size of provider organisation, centre size and stability of centre owner/provider using multinomial logistic regression analyses. Controlling for jurisdiction, results showed that improvement to Meeting NQS was more likely for not-for-profit versus for-profit providers and for large multi-site provider organisations versus small, stand-alone providers. Improvement to Exceeding NQS was also associated with not-for-profit and larger provider organisations, as well as larger versus smaller centres, and centres that had stable ownership. Keywords Early childhood education and care (ECEC) • Quality improvement and rating systems (QRIS) • Structural quality • Long day care
Work-Integrated Learning Case Studies in Teacher Education, 2023
Australasian Journal of Early Childhood
This paper details the research design of a multidisciplinary, multi-method, collaborative resear... more This paper details the research design of a multidisciplinary, multi-method, collaborative research project investigating health communication from the experiences of the early childhood education (ECE) sector during the COVID-19 pandemic. With the rapidly evolving pandemic, the ECE sector was instantly tasked with expanding their required health practices to prevent the spread of infection. It was evident that the sector needed a system to communicate health advice in a timely, consistent and effective manner. Founded on a partnership model based on ‘knowledge brokering’ theory, this project demonstrates the value of a multidisciplinary research team collaborating with stakeholder organisations to investigate how COVID-19 health information traversed through complexities of organisational layers and diverse communities of families and staff. Detailing our data collection and analysis protocols, we conclude by outlining how our innovative research design is generating actionable and...
Pedagogical Leadership in Early Childhood Education
Australian Children's Education and Care Quality Authority (ACECQA), 2019
Every child, 2017
Review(s) of: Gifted and talented: Inclusion and exclusion, by Cathie Harrison, Early Childhood A... more Review(s) of: Gifted and talented: Inclusion and exclusion, by Cathie Harrison, Early Childhood Australia (2016), RRP: $16.95 - paperback, ECA code: RIP1604.
A book review of 'Participatory research with children and young people' by Smith, Susan ... more A book review of 'Participatory research with children and young people' by Smith, Susan Groundwater; Dockett, Sue and Buttrell, Dorothy. Los Angeles/SAGE Publications, ISBN: 9781446272862.1 page(s
Dr Katey De Gioia and Dr Fay Hadley provide lessons of empowerment from the field, sharing storie... more Dr Katey De Gioia and Dr Fay Hadley provide lessons of empowerment from the field, sharing stories of educators who have taken a proactive role building partnerships with families.
Challenging the Intersection of Policy with Pedagogy, 2019
The Australian early childhood sector is grappling with high teacher turnover rates in a climate ... more The Australian early childhood sector is grappling with high teacher turnover rates in a climate where the demand for teachers is higher than ever due to regulatory increases in qualifications and an influx of centre based services. The necessity to understand what inspires those teachers who remain in the sector and the factors enhancing their job satisfaction is pertinent in the current context. This article reports on a study of teacher job satisfaction while examining the potential of Deci and Ryan's (1985) Self-Determination Theory (SDT) as a mechanism for understanding this phenomenon. The study consisted of two phases. Phase one included 229 teachers completing an online survey measuring job satisfaction, intention to turnover, extrinsic factors as well as a major component of SDT (the three Basic Psychological Needs of autonomy, relatedness, and competence in the workplace) with the W-BNS. In phase two, in-depth interviews were conducted with ten teachers who reported hi...
The Australian Educational Researcher
This study assessed the impact of structural characteristics on quality rating and improvement sy... more This study assessed the impact of structural characteristics on quality rating and improvement systems (QRIS) outcomes in an Australian national study. Data from the Australian Children's Education and Care Quality Authority (ACECQA) repository of National Quality Standard (NQS) ratings were used to identify long day care services that had improved from Working Towards NQS to Meeting or Exceeding NQS or had no change over two assessments. QRIS outcomes were examined for state/territory jurisdiction, urban-rural location, community socioeconomic status, type and size of provider organisation, centre size and stability of centre owner/provider using multinomial logistic regression analyses. Controlling for jurisdiction, results showed that improvement to Meeting NQS was more likely for not-for-profit versus for-profit providers and for large multi-site provider organisations versus small, stand-alone providers. Improvement to Exceeding NQS was also associated with not-for-profit and larger provider organisations, as well as larger versus smaller centres, and centres that had stable ownership. Keywords Early childhood education and care (ECEC) • Quality improvement and rating systems (QRIS) • Structural quality • Long day care
Work-Integrated Learning Case Studies in Teacher Education, 2023
Australasian Journal of Early Childhood
This paper details the research design of a multidisciplinary, multi-method, collaborative resear... more This paper details the research design of a multidisciplinary, multi-method, collaborative research project investigating health communication from the experiences of the early childhood education (ECE) sector during the COVID-19 pandemic. With the rapidly evolving pandemic, the ECE sector was instantly tasked with expanding their required health practices to prevent the spread of infection. It was evident that the sector needed a system to communicate health advice in a timely, consistent and effective manner. Founded on a partnership model based on ‘knowledge brokering’ theory, this project demonstrates the value of a multidisciplinary research team collaborating with stakeholder organisations to investigate how COVID-19 health information traversed through complexities of organisational layers and diverse communities of families and staff. Detailing our data collection and analysis protocols, we conclude by outlining how our innovative research design is generating actionable and...
Pedagogical Leadership in Early Childhood Education
Australian Children's Education and Care Quality Authority (ACECQA), 2019
Every child, 2017
Review(s) of: Gifted and talented: Inclusion and exclusion, by Cathie Harrison, Early Childhood A... more Review(s) of: Gifted and talented: Inclusion and exclusion, by Cathie Harrison, Early Childhood Australia (2016), RRP: $16.95 - paperback, ECA code: RIP1604.
A book review of 'Participatory research with children and young people' by Smith, Susan ... more A book review of 'Participatory research with children and young people' by Smith, Susan Groundwater; Dockett, Sue and Buttrell, Dorothy. Los Angeles/SAGE Publications, ISBN: 9781446272862.1 page(s
Dr Katey De Gioia and Dr Fay Hadley provide lessons of empowerment from the field, sharing storie... more Dr Katey De Gioia and Dr Fay Hadley provide lessons of empowerment from the field, sharing stories of educators who have taken a proactive role building partnerships with families.
Challenging the Intersection of Policy with Pedagogy, 2019
The Australian early childhood sector is grappling with high teacher turnover rates in a climate ... more The Australian early childhood sector is grappling with high teacher turnover rates in a climate where the demand for teachers is higher than ever due to regulatory increases in qualifications and an influx of centre based services. The necessity to understand what inspires those teachers who remain in the sector and the factors enhancing their job satisfaction is pertinent in the current context. This article reports on a study of teacher job satisfaction while examining the potential of Deci and Ryan's (1985) Self-Determination Theory (SDT) as a mechanism for understanding this phenomenon. The study consisted of two phases. Phase one included 229 teachers completing an online survey measuring job satisfaction, intention to turnover, extrinsic factors as well as a major component of SDT (the three Basic Psychological Needs of autonomy, relatedness, and competence in the workplace) with the W-BNS. In phase two, in-depth interviews were conducted with ten teachers who reported hi...