Associate Professor Scott Imig
Associate Professor
School of Education
- Email:scott.imig@newcastle.edu.au
- Phone:(2) 4921 7956
The qualities of quality: Understanding excellence in schooling
From marines to Masters' students, principals to preservice teachers, Dr Scott Imig is helping educators on both sides of the Pacific to engage in reflective practice and conversations about growth.
Dr Scott Imig is putting an unconventional but interesting spin on the term 'eco-conscious.' He's helping schools to go green, in the traditional sense, and he's getting them to go bigger and better – meaningfully and purposefully creating "environments" where children are excited to learn and their teachers are enthused to teach.
"I conduct both qualitative and quantitative studies and attempt to make the findings actionable for school heads and teachers," the passionate academic shares.
I'm seeking to improve the quality of individual classrooms and whole institutions by making them places where students want to be.
Though not considering himself a generalist, Scott admits he's tapped into "a large number" of research areas over the years. Cautious to specify just one, the senior lecturer acknowledges his work is as interdisciplinary and integrated as most pedagogical strategies, spanning educational policy, professional development, and leadership.
"I also do a lot of work in coaching and supervision," he reveals.
"With the right support, school staff can be constantly self-evaluating and collaborating and growing."
"It's very pleasing to see."
Resolutely pursuing "the best and most translatable" practices around the world, Scott is similarly steadfast in his commitment to evidence-based teaching and learning.
"The gold standard for Principals is that kids are safe, happy, engaged and learning," he avows.
"These are attributes of effective classrooms."
Inform, perform, transform
Scott's research career began in 2000, when he undertook a PhD with the University of Virginia's Educational Leadership and Foundations Department. His thesis focused on teachers' decision making in the classroom. His probe sought to explore and evaluate nuanced, direct and indirect interactions between students and primary school personnel.
"I was working on the proviso that good classroom instructors make choices, unconsciously or consciously, very quickly," he asserts.
"With a glance or hand gesture or single word, teachers can stop a behavioural issue over here and get something moving over there, all while adapting a lesson plan in their heads."
"Teachers are phenomenal multi-taskers – almost like conductors of an orchestra."
"People who study education and do this type of training develop the ability to a greater extent than people who elect other career paths."
Scott designed and implemented an online interactive simulator to test his bold, multipronged hypothesis, duly considering the possibility that "seasoned professionals" are even further along in their decision making.
"Participants were asked to sit in front of a computer and watch a series of schoolroom scenarios while fielding real-time questions," he explains.
"Student teachers completely outperformed those not in the education arena in terms of identifying and rectifying problems."
Achieving added value
The enthusiastic scholar stayed at the University of Virginia after receiving his award in 2003, employed to conduct a number of linked studies over the next three and a half years. Leading the research efforts on the $5 million grant from the renowned Carnegie Corporation to do so, Scott endeavoured to demonstrate the Virginia campus' equally renowned status as providers of quality teachers.
"They are highly regarded for the quality of their teacher preparation programs," he reveals.
"It was my task to research and identify the ways the University of Virginia and its teacher education programs add value."
Wanting to change scenery and change lives, Scott relocated to the University of North Carolina Wilmington in 2006. In North Carolina, Scott taught courses in supervision, coaching, curriculum and evaluation and supervised more than 30 masters level and doctoral students on their research. Taking on a convening role within the Curriculum and Instruction Program, the ambitious scholar aspired to further his expertise in professional development and leadership.
"Several years later I became the Associate Dean for Outreach," he discloses.
"It was a wonderful position that allowed me to help lead the School of Education's 136 school partnerships, and to help develop, educate and honour teachers throughout the many stages of their careers."
"I really enjoyed my time in that role."
A master at multitasking, Scott also worked with the marines at Camp Lejuene during his nine years in North Carolina. Though conceding the corps operates in a "very different" way to schools and is "necessarily hierarchical," he affirms military life similarly offers opportunities for personal reflection and individual goal setting.
"It's important to build individuals in all fields who are self-reflective, who can figure out what they want and how to earn it," he attests.
Across the ocean
Scott moved to Australia with his young family in July 2015, seeking to "see education through multiple lenses" and open himself up to "a much broader world." Impressed by the University of Newcastle's reputation for being "internationally focused and very connected," the creative collaborator quickly signed on to redesign its Masters in Leadership Management Program with Associate Professor Jim Ladwig.
"We're hoping to craft a principal preparation program like no other," he divulges.
"It has to be forward-thinking and focused on developing and leading schools that truly matter for children in an increasingly global society."
"Unfortunately, many schools in the United States and United Kingdom have become so test-driven that they've almost forgotten what the power of schooling is all about."
"We want to excite kids and give them a strong foundation. Engaged students, curious students want to be in school and learn."
Not slowing down anytime soon, Scott is continuing his green schools research and is in the process of planning a learning transfer project too.
"Sitting at any university is a tremendous amount of knowledge in all kinds of fields," he believes.
"Principals could and should take advantage of this collective knowledge."
The qualities of quality: Understanding excellence in schooling
From marines to Masters’ students, principals to preservice teachers, Dr Scott Imig is helping educators on both sides of the Pacific to engage in reflective pr
Career Summary
Biography
Dr. Scott Imig is a Senior Lecturer in Management and Leadership at the University of Newcastle. In this role, Dr. Imig teaches courses in supervision, leadership, management, mentoring and curriculum and instruction. Scott and his colleagues are currently reinventing the Masters in Leadership and Management program to meld international level scholarship with local knowledge. Graduates of this program will be equipped to build and lead powerful environments that inspire and engage learners and educators alike.
Prior to arriving in Newcastle in July 2015, Scott served as an Associate Professor at the University of North Carolina Wilmington (UNCW). Scott directed the University's Curriculum, Instruction and Supervision program and he worked extensively with masters and doctoral students. Scott taught courses in coaching, supervision, evaluation, leadership, curriculum and comparative international education. At UNCW, Scott developed and repeatedly led an international internship for aspiring school leaders to Barking and London, England. Dr. Imig is also passionate about helping graduate students develop high quality-research projects that truly make a difference in schools and other organisations. He has directed over 40 masters and doctoral studies, it is a role he enjoys immensely.
While at UNCW, Scott served as the Associate Dean for Outreach in the College of Education for three years. In this role, he was responsible for evolving the University's relationships with 13 school systems and 130 schools to support the needs of the region's teachers and administrators and the University's scholars.
Dr. Imig has also spent nearly 8 years working with the United States Marine Corps at Camp Johnson and Camp Lejeune in North Carolina (USA). In this capacity, Scott helped the Corps incorporate mentoring and coaching programs into their practice and he provided training on classroom observation and instructional monitoring for Marine Corps instructors. Scott is passionate about coaching and has worked extensively with educators, military and corporations to infuse coaching practices into their organisations.
Scott also served as an Assistant Professor and Director of the Teaching Assessment Initiative at the University of Virginia (USA). This project was funded by a $5 million (US) grant from the Carnegie Corporation. In this role, Scott was tasked with designing, implementing and managing more than 20 research studies aimed at measuring the value added by the University’s education programs.
Dr. Imig earned a Ph.D. in Educational Leadership and Foundations with an emphasis on policy and evaluation from the University of Virginia (USA). His dissertation was focused on teacher decision-making and he used the study to develop and test an instrument to capture the complex real-time decisions teachers make in their classrooms. In addition to his doctorate, Scott holds a master’s degree in teaching from the University of Virginia and a bachelor’s degree in language and literature from St. Mary’s College of Maryland (USA).
Research Expertise
Scott's research interests are related to the preparation of teachers and leaders and school reform. He has researched and written extensively about the preparation of teachers and school leaders in the United States and internationally. His research has been published in, among many others, the Journal of Teacher Education, Change Magazine, Educational Administrative Quarterly and Teachers College Record. Scott has also published chapters in many highly regarded texts including Marilyn Cochran-Smith’s Handbook of Research on Teaching and Peter Murrell’s Teaching as a Moral Practice.
Dr. Imig also has extensive experience in classroom observation and instrument development. While at the University of Virginia, he worked with leading researchers to develop high quality classroom observation instruments to capture preservice teacher behaviours and student engagement. This work resulted in set of reliable handheld internet based observation instruments and helped the University to evaluate and strengthen their preparation programs.
Dr. Imig’s recent research has been in the area of Green Schools and leadership. Scott and his colleagues are studying the leadership practices of school principals who have successfully infused green curriculum and practices in their buildings. Scott’s scholarship in this area has focused on translating the research into actionable steps for interested school principals. Scott is also engaged in a current knowledge transfer project with US colleagues that is attempting to capture and translate knowledge from diverse academic fields and bring it into school leadership practice.
Dr. Imig has served as principal or co-principal investigator on grants that have received over $650,000 (US) in funding. This includes Federal and state level funding. In addition to securing these funds, Scott also worked closely with local school systems to obtain grant funding to run enrichment programs for underrepresented students through his prior university.
Teaching
Over the past ten years, Dr. Imig has taught course in a variety of disciplines at both the graduate and undergraduate level. These include:
Comparative International Education (Graduate) - This course includes an international internship
Contemporary Educational Issues (Graduate)
Curriculum, Instruction and Assessment (Graduate)
Curriculum Studies (Graduate)
Dissertation Research (Graduate)
Leadership and Strategic Management (Graduate)
Learning-Centered Supervision/Cognitive Coaching (Graduate)
Supervision and Mentoring Teachers (Graduate)
Supervision and Teacher Evaluation (Graduate)
Teacher and Personnel Evaluation (Graduate)
Teaching as a Profession/Sociology of Education (Undergraduate)
Teaching and Learning with the Web (Graduate)
Teaching, School and Society/Foundations of Education (Undergraduate)
Thesis Research and Design (Graduate)
Qualifications
- Doctor of Philosophy, University of Virginia - USA
- Master of Arts, University of Virginia - USA
Keywords
- Accountability
- Accreditation
- Charter Schools
- Classroom Observation
- Coaching
- Curriculum, Instruction and Assessment
- Education
- Educational Leadership
- Educational Policy
- Environmental Education
- Evaluation
- Personnel Evaluation
- School Reform
- Supervision
- Teacher Education
- Teaching and Learning
Languages
- English (Mother)
Fields of Research
Code | Description | Percentage |
---|---|---|
390403 | Educational administration, management and leadership | 34 |
390307 | Teacher education and professional development of educators | 33 |
390201 | Education policy | 33 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Associate Professor | University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/9/2010 - 2/10/2015 | Associate Professor | University of North Carolina Wilmington Department of Education Leadership; Watson School of Education United States |
1/6/2009 - 30/6/2012 | Associate Dean | University of North Carolina Wilmington United States |
1/8/2006 - 31/7/2010 | Assistant Professor | University of North Carolina Wilmington Department of Education Leadership; Watson School of Education United States |
1/6/2003 - 31/7/2006 | Assistant Professor and Director, Teaching Assessment Initiative | University of Virginia Educational Leadership and Foundations United States |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2023 |
Sellars M, Imig S, Fischetti JC, Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students Skills and Strategies for Classroom Teachers, Routledge, Abingdon, Ox, 152 (2023) [A1]
|
Nova | ||||||
2022 |
Imig S, Sellars M, Fischetti J, Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students. Skills and Strategies for School Leaders, Routledge, Abingdon, Oxon, 136 (2022) [A1]
|
Nova | ||||||
2021 |
Sharp H, Hudson S, Weatherby-Fell N, Charteris J, Brown B, Lodge J, et al., Introduction to Education: Knowledge, Practice, Engagement, Cambridge University Press, Port Melbourne, 418 (2021)
|
Chapter (17 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2021 | Buchanan R, Imig S, 'When do I stop learning?', Introduction to Education: Knowledge, Practice, Engagement, Cambridge University Press, Port Melbourne 391-412 (2021) | |||||||
2019 |
Al Barwani T, Flores MA, Imig D, Imig S, 'Leading change for teacher education', Leading Change in Teacher Education Lessons from Countries and Education Leaders Around the Globe, Routledge, United Kingdom (2019)
|
|||||||
2018 |
Fischetti JC, Imig S, 'Bringing the Good : The Urgency of Remarkable School Leadership in Disruptive Times', Research-based Instructional Practices of Effective Principals, Information Age Publishing, Charlotte, North Carolina 251-263 (2018) [B1]
|
Nova | ||||||
2018 |
Imig D, Imig S, Neel M, Holmberg-Masden L, 'The Complexity of American Teacher Education', The Wiley Handbook of Teaching and Learning, John Wiley & Sons, New Jersey 7-28 (2018) [B1]
|
Nova | ||||||
2017 | Smith R, Imig S, 'The fallacy of school grades: Exploring the myth that public shaming leads to school improvement', Enduring Myths That Inhibit School Turnaround, IAP, Charlotte, USA 295-315 (2017) [B1] | Nova | ||||||
2016 |
Smith RW, Imig S, 'Taken by the numbers: How value-added measures distort our view teachers' work', Handbook of Research on Professional Development for Quality Teaching and Learning, IGI Global, Hershey, Pennsylvania (USA) 634-651 (2016) [B1]
|
Nova | ||||||
2016 |
Imig D, Wiseman D, Wiseman A, Imig S, 'What is high quality teacher education?', Quality and Change in Teacher Education Western and Chinese Perspectives, Springer, Switzerland 77-94 (2016) [B1]
|
Nova | ||||||
2014 |
Allana S, 'Foreword', ix-x (2014)
|
|||||||
Show 14 more chapters |
Journal article (29 outputs)
Year | Citation | Altmetrics | Link | ||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
2024 |
Motevali Zadeh Ardakani A, Sellars M, Imig S, ' Do you think I ever learn English? : experiences of limited technology access among Middle Eastern refugee mothers in regional Australia', Journal for Multicultural Education, [C1]
|
||||||||||
2023 | Sellars M, Imig S, 'Pockets of Positivity: School leaders Strategies for Developing School Inclusion for Students with Refugee and Asylum-seeking Backgrounds.', Displaced Voices: A Journal of Migration, Archives and Cultural Heritage, 3 54-68 (2023) [C1] | Nova | |||||||||
2023 |
Sellars M, Imig S, 'Mirror, mirror on the wall? Is there anything fair in here at all? Examining the current relationship of school and society COMMENT', DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION, 44 713-726 (2023)
|
||||||||||
2021 |
Sellars M, Imig S, 'School leadership, reflective practice, and education for students with refugee backgrounds: a pathway to radical empathy', Intercultural Education, 1-13 (2021) [C1]
|
Nova | |||||||||
2021 |
McComb V, Eather N, Imig S, 'Casual academic staff experiences in higher education: insights for academic development', International Journal for Academic Development, 26 95-105 (2021) [C1]
|
Nova | |||||||||
2020 |
Sellars M, Imig S, 'The real cost of neoliberalism for educators and students', International Journal of Leadership in Education, (2020) [C1]
|
Nova | |||||||||
2019 |
Eather N, Riley N, Miller A, Imig S, 'Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher's Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments', Journal of Education and Training Studies, 7 32-46 (2019) [C1]
|
Nova | |||||||||
2015 | Sterrett W, Imig S, 'Learning Green: Perspectives from U.S. Department of Education Green Ribbon Schools Educators', Journal of Sustainability Education, 10 (2015) [C1] | Nova | |||||||||
2015 |
Fischetti J, Imig S, 'Why is being a school principal one of the most dangerous jobs in the country?', The Conversation, (2015) [O1]
|
||||||||||
2014 |
Richardson JW, Imig S, Flora K, 'Evaluating school leadership development through an international experience', International Journal of Leadership in Education, 17 353-369 (2014) [C1] In this study, we examine the impact of a study abroad experience on a group of students in an educational leadership doctoral programme. The researchers sought to measure the imp... [more] In this study, we examine the impact of a study abroad experience on a group of students in an educational leadership doctoral programme. The researchers sought to measure the impact this experience had on diversity awareness of six pre-service school leaders. By using a qualitative exit interview and the quantitative Miville-Guzman Universality-Diversity Scale both pre-post to measure diversity awareness and shifts, the researchers were able to explore shifts in perceptions over time. It was found that every student experienced shifts in not only how they viewed diversity but also how they defined diversity. © 2013 Taylor and Francis.
|
||||||||||
2013 |
Richardson JW, Imig S, Ndoye A, 'Developing Culturally Aware School Leaders: Measuring the Impact of an International Internship Using the MGUDS', EDUCATIONAL ADMINISTRATION QUARTERLY, 49 92-123 (2013) [C1]
|
Nova | |||||||||
2011 |
Imig D, Wiseman D, Imig S, 'Teacher education in the United States of America, 2011', JOURNAL OF EDUCATION FOR TEACHING, 37 399-408 (2011) [C1]
|
||||||||||
2010 |
Ndoye A, Imig SR, Parker MA, 'Empowerment, leadership, and teachers' intentions to stay in or leave the profession or their schools in North Carolina charter schools', Journal of School Choice, 4 174-190 (2010) Teacher attrition and migration plague many American schools. The situation is even more dire in charter schools across the country. On average, teacher attrition is 15 to 40% hig... [more] Teacher attrition and migration plague many American schools. The situation is even more dire in charter schools across the country. On average, teacher attrition is 15 to 40% higher in charter schools than in traditional schools. This study examined the relationships among teacher empowerment, school leadership, and intentions to stay in or leave the profession within North Carolina charter schools using data from the North Carolina 2006 Teacher Working Conditions survey. Results indicate that leadership is a stronger predictor of teachers' intentions to stay in or leave the profession or to migrate to a different school/district or state. © Taylor & Francis Group, LLC.
|
||||||||||
2009 |
Parker MA, Ndoye A, Imig SR, 'Keeping our teachers! Investigating mentoring practices to support and retain novice educators', Mentoring and Tutoring: Partnership in Learning, 17 329-341 (2009) For this study the researchers used data from the 2006 North Carolina Teacher Working Conditions survey to investigate the possible relationship between mentoring and intentionali... [more] For this study the researchers used data from the 2006 North Carolina Teacher Working Conditions survey to investigate the possible relationship between mentoring and intentionality with respect to beginning teachers¿ intentions to remain in the profession. The sample consists of 8838 teachers who were mentored during their first two years of teaching. To determine whether the quality of mentoring is related to teachers¿ intentions to stay or leave the profession, mentor matching, degree of support, and frequency of interactions were variables examined. Beginning teachers who were matched by grade level, who received assistance with the supports investigated, and who met with mentors at least once monthly for the specified activities were more likely to commit to remaining in the profession than their peers who had received less support. © 2009, Taylor & Francis Group, LLC.
|
||||||||||
2008 |
Konold T, Jablonski B, Nottingham A, Kessler L, Byrd S, Imig S, et al., 'Adding value to public schools - Investigating teacher education, teaching, and pupil learning', JOURNAL OF TEACHER EDUCATION, 59 300-312
|
||||||||||
2006 |
Imig DG, Imig SR, 'The teacher effectiveness movement - How 80 years of essentialist control have shaped the teacher education profession', JOURNAL OF TEACHER EDUCATION, 57 167-180 (2006)
|
||||||||||
2006 |
Imig DG, Imig SR, 'What do beginning teachers need to know? An essay', JOURNAL OF TEACHER EDUCATION, 57 286-291 (2006)
|
||||||||||
Show 26 more journal articles |
Media (2 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2015 | Imig S, Smith R, 'Many Negatives to North Carolina's Hastily Passed Read to Achieve Program', (2015) | ||
2014 | Imig S, Smith R, 'The coming crisis: Too few teachers for NC', (2014) |
Report (3 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2019 |
Imig S, Fischetti J, 'Final Report on the Comprehensive Coaching Support Program for the Catholic Schools Office Diocese of Maitland/Newcastle', Catholic Schools Office of Maitland-Newcastle, 35 (2019)
|
||||
2019 |
Imig S, Fischetti J, Thapliyal N, Riley J, '2018 Professional Learning Partnership Coaching the Quality Learning Organisation', Warners Bay High School (2019)
|
||||
2018 | Imig S, 'Understanding the Maitland-Newcastle CSO Workforce: Leadership Aspirations, Perceptions of CSO Leadership Processes & Professional Development Needs', Catholic Schools Office of Maitland-Newcastle, 26 (2018) |
Grants and Funding
Summary
Number of grants | 17 |
---|---|
Total funding | $1,333,269 |
Click on a grant title below to expand the full details for that specific grant.
20232 grants / $12,451
Describing moral development and critical thinking through dialogic pedagogy in final year preservice teacher education$9,951
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Project Team | Daniella Forster (Lead) Scott Imig (Co-Investigator) |
Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
CHSF Conference Travel Grant$2,500
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Conference Travel Scheme |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20221 grants / $60,000
Trinity Grammar School Year 9 Field Studies Programme Research $60,000
Funding body: Trinity Grammar School
Funding body | Trinity Grammar School |
---|---|
Project Team | Associate Professor Scott Imig, Associate Professor Narelle Eather |
Scheme | Research Grants |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2024 |
GNo | G2200488 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
20211 grants / $10,000
Research Based Strategies for Inclusion of Refugee and Asylum Seeker Students in Classrooms$10,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Maura Sellars (Lead) and A/Prof Scott Img |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20201 grants / $10,000
Principal Perception: School leaders, reflective practice and students with refugees and asylum seeker experiences and backgrounds$10,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Maura Sellars (Lead) and Dr Scott Imig |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20192 grants / $141,818
Thought Leaders Network: building a transformative knowledge community$112,727
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Professor Kylie Shaw, Professor Allyson Holbrook, Associate Professor Scott Imig, Professor John Fischetti, Professor John Fischetti, Professor Allyson Holbrook, Associate Professor Scott Imig |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2021 |
GNo | G1900866 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
Enhancing leadership of learning through a collaborative approach to improving formative assessment across a school network$29,091
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Professor Kylie Shaw, Associate Professor Scott Imig, Associate Professor Scott Imig |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2020 |
GNo | G1900864 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
20182 grants / $52,000
Future Focused Leadership$50,000
Research and PD support for coaches, principals and support staff. Research and develop value-proposition, support and develop principals, initiate whole-school initiatives and assess the efficacy of the program.
Funding body: Diocese of Maitland-Newcastle Catholic Schools Office
Funding body | Diocese of Maitland-Newcastle Catholic Schools Office |
---|---|
Project Team | Scott Imig, John Fischetti |
Scheme | Small Research Consultancy |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | C2220 - Aust StateTerritoryLocal - Other |
Category | 2220 |
UON | N |
American Education Research Association 2018 Annual Conference, New York, 13-17 April 2018$2,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Scott Imig |
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20171 grants / $14,000
Evaluating the effectiveness of using Peer-Dialogue Assessment (PDA) for improving teacher confidence and competence within undergraduate Master's teacher education programs$14,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Dr Narelle Eather, Dr Nicholas Riley and Dr Scott Imig |
Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20162 grants / $5,000
Small Research Consultancy$3,000
Funding body: Eleebana Public School
Funding body | Eleebana Public School |
---|---|
Project Team | Associate Professor Scott Imig |
Scheme | Small Research Consultancy |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1601204 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
American Educational Research Association Conference, Washington, DC, 8-12 April 2016$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20113 grants / $373,000
Connecting Learning and Schools in Communities (CLASIC)$140,000
Funding body: North Carolina Department of Public Instruction
Funding body | North Carolina Department of Public Instruction |
---|---|
Project Team | Susan Catapano, Scott Imig, Jeffrey Ertzberger |
Scheme | State Grant Funding |
Role | Investigator |
Funding Start | 2011 |
Funding Finish | 2012 |
GNo | |
Type Of Funding | International - Competitive |
Category | 3IFA |
UON | N |
Ready Schools Initiative$135,000
Funding body: North Carolina Partnership for Children
Funding body | North Carolina Partnership for Children |
---|---|
Project Team | Susan Catapano, Scott imig, Candace Thompson, Carol McNulty, Amy Moody, Amy Garrett-Dikkers, Robert Tyndall |
Scheme | State Grant Funding |
Role | Investigator |
Funding Start | 2011 |
Funding Finish | 2012 |
GNo | |
Type Of Funding | International - Competitive |
Category | 3IFA |
UON | N |
Columbus County Academic Enrichment$98,000
Funding body: Columbus County Public Schools
Funding body | Columbus County Public Schools |
---|---|
Project Team | Scott Imig, Brian Brinkley, Somer Lewis |
Scheme | County Grant Through US Department of Education Race to the Top Funding |
Role | Lead |
Funding Start | 2011 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | International - Non Competitive |
Category | 3IFB |
UON | N |
20061 grants / $515,000
Teachers for Tomorrow$515,000
Funding body: Virginia Department of Education
Funding body | Virginia Department of Education |
---|---|
Project Team | Scott Imig, Sandra Cohen |
Scheme | State Grant |
Role | Lead |
Funding Start | 2006 |
Funding Finish | 2007 |
GNo | |
Type Of Funding | International - Competitive |
Category | 3IFA |
UON | N |
20031 grants / $140,000
Developing Interactive Teaching Assessments$140,000
Funding body: United States Department of Education
Funding body | United States Department of Education |
---|---|
Project Team | Scott Imig, Robert McNergney, Marsha Gartland |
Scheme | Project grant |
Role | Investigator |
Funding Start | 2003 |
Funding Finish | 2004 |
GNo | |
Type Of Funding | C3231 - International Govt - Own Purpose |
Category | 3231 |
UON | N |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | Educational Leadership: The Reality of Administrative Empowerment Among Government School Leaders Vis-A-Vis Private Schools from the Leadership’s Point of View | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | PhD | An Exploration of Collective Teacher Efficacy in Catholic Secondary School Subject Departments | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | NSW Primary Schools Teachers' and School Learning Support Officers' (SLSOs) Perceptions About Pre-service Professional Preparation for SLSOs | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Leading Change in Time of Crisis: The Implications of a Pandemic on Educational Leadership | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | Masters | Working with Refugee Families and Communities in Schools - A Principals Task | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | The Crisis of Educational Leadership in Australia: Diversity as an Antidote | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | Advancing Women Leaders in Christian Schools: Experiences, Opportunities and Obstacles. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | K to 6 Teachers in NSW Public Schools and the Learning Progressions Numeracy | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2017 | PhD | What Factors Influence Career Decisions by Teachers to Embark on a Career Path Encompassing Catholic School Principalship in a Diocesan System | PhD (Education), College of Human and Social Futures, The University of Newcastle | Consultant Supervisor |
2017 | PhD | Community Participation in Managing Marginalised Public Schools as an Implementation of Education Policy: A Study to Identify Patterns of Student Engagement/Achievement/Motivation Over Time and at Different Stages in Primary School High School and Beyond | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | Preparing the Next Generation of Educational Leaders | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2009 | PhD | A Metacognitive Explanation of the Professional Functioning: a Study of Mental Health Nurses and Workplace Wellbeing | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | A Critical Analysis of the Relationship Between Education Policy and Development: Global and Local Perspectives | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | The Role of Language Education Programs on the Integration of Middle Eastern Refugee Mothers (MERMs) in Regional Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Sessional Academic Staff Experiences and Academic Development in Higher Education in Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Digital Citizenship in the University of Hail | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Developing and Implementing a Computer-Assisted Language Learning (CALL) Literacy Framework for Language | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Leadership Styles, Readiness for Transformation and Faculty Satisfaction in Saudi Arabia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | Technology Futures in Australian Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Preparing to Lead: A Study of Student Leadership in Australian Catholic Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | PhD | Integration of Emerging Educational Technologies by Teachers of Students who are Deaf or Hard of Hearing in New Zealand | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | The Impact of School Autonomy Reform on Secondary Principals | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2016 | Professional Doctorate | Compliance vs Teacher Autonomy: Do teachers who comply with the Read to Achieve Law using mClass Reading 3D have students with higher reading proficiency? | Education, University of North Carolina Wilmington | Co-Supervisor |
2015 | Professional Doctorate | A Mixed Methods Study of Undocumented College Students’ Perceptions of How Teachers and Their Schools Supported Them in Being College-Ready | Education, University of North Carolina Wilmington | Co-Supervisor |
2015 | Professional Doctorate | Can MUVES Foster Critical Thinking? An Analysis of Student Discourse During ECOMUVE | Education, University of North Carolina Wilmington | Principal Supervisor |
2015 | Professional Doctorate | Fostering Family School Partnerships at the Middle School Level: An Action Research Study | Education, University of North Carolina Wilmington | Co-Supervisor |
2015 | Professional Doctorate | Case Study of a Beginning Teacher Program in Rural North Carolina | Education, University of North Carolina Wilmington | Co-Supervisor |
2015 | Professional Doctorate | Developing Critical Instructional Practices Through Cross Content Professional Learning Communities | Education, University of North Carolina Wilmington | Co-Supervisor |
2014 | Professional Doctorate | Adherence to the Healthy Children Policy in Elementary Schools in Southeastern North Carolina | Education, University of North Carolina Wilmington | Principal Supervisor |
2014 | Professional Doctorate | An Investigation of Increased Student Achievement in a North Carolina Rural High School that Participated in the State Turnaround Reform Model | Education, University of North Carolina Wilmington | Co-Supervisor |
2013 | Professional Doctorate | The Impact of International Student Teaching Internships on In-Service Teachers | Education, University of North Carolina Wilmington | Consultant Supervisor |
2012 | Professional Doctorate | Discretionary Funding in High Performing Title One Elementary Schools: Factors that Influence Principal Decision Making | Education, University of North Carolina Wilmington | Principal Supervisor |
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
Country | Count of Publications | |
---|---|---|
United States | 12 | |
Australia | 9 | |
United Kingdom | 2 | |
Oman | 1 | |
Portugal | 1 | |
More... |
Associate Professor Scott Imig
Position
Associate Professor
School of Education
College of Human and Social Futures
Contact Details
scott.imig@newcastle.edu.au | |
Phone | (2) 4921 7956 |
Mobile | (02) 448294728 |
Link |
Office
Room | V 129 |
---|---|
Building | V Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |