Dr Scott Imig

Dr Scott Imig

Senior Lecturer

School of Education

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.

Scott Imig 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

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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.  â€¨

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
130304 Educational Administration, Management and Leadership 50
130313 Teacher Education and Professional Development of Educators 50

Professional Experience

UON Appointment

Title Organisation / Department
Senior Lecturer University of Newcastle
School of Education
Australia

Academic appointment

Dates Title Organisation / Department
1/09/2010 - 2/10/2015 Associate Professor University of North Carolina Wilmington
Department of Education Leadership; Watson School of Education
United States
1/06/2009 - 30/06/2012 Associate Dean University of North Carolina Wilmington
United States
1/08/2006 - 31/07/2010 Assistant Professor University of North Carolina Wilmington
Department of Education Leadership; Watson School of Education
United States
1/06/2003 - 31/07/2006 Assistant Professor and Director, Teaching Assessment Initiative University of Virginia
Educational Leadership and Foundations
United States
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.

Highlighted Publications

Year Citation Altmetrics Link
2006 Imig DG, Imig SR, 'What do beginning teachers need to know? An essay', JOURNAL OF TEACHER EDUCATION, 57 286-291 (2006)
DOI 10.1177/0022487105285964
Citations Scopus - 19Web of Science - 19

Chapter (12 outputs)

Year Citation Altmetrics Link
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)
DOI 10.4018/978-1-5225-0204-3
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)
DOI 10.1007/978-3-319-24139-5
2014 Imig D, Imig S, 'Quality and Change in US Teacher Education', Quality and Change in Teacher Education: Western and Chinese Perspectives, Springer, New York (2014)
2014 Allana S, 'Foreword', ix-x (2014)
DOI 10.4324/9780203382530
2013 Kato L, Richardson J, Imig S, 'Culturally responsive school leaders', Critical social justice issues for educators today, NCPEA, Ypsilanti, MI 105-120 (2013)
2010 Fischetti J, Imig S, Smith R, Ndoye A, 'In search of a tipping point: North Carolina¿s professional teaching standards and the importance of dispositions', Teaching as a Moral Practice, Harvard Education Press, Cambridge, MA (2010)
2009 Imig S, Koziol S, Pilato V, Imig D, 'Teacher Certification and Credentials: From a Focus on Qualifications to a Commitment to Performance', International Handbook of Research on Teachers and Teaching, Springer Science & Business Media, New York 141-158 (2009)
2009 Imig S, Imig D, 'The Role of Standards on the Educational Landscape: Perspectives on Standards for Teacher Educators', Visions for Teacher Educators, Rowman & Littlefield, Lanham, Maryland (2009)
2008 Imig D, Imig S, 'From Traditional Certification to Competitive Certification: A Twenty-Five Year Retrospective', The ATE Handbook of Research on Teacher Education, Routledge, New York 886-907 (2008)
2007 Imig D, Imig S, 'Quality in Teacher Education, Seeking a Common Definition', Handbook on Teaching: Globalization, Standards and Professionalism in Times of Change, Springer, Netherlands (2007)
2004 Gartland M, McNergney R, Imig S, Munter M, 'Case method and intercultural education in the digital age', The World Yearbook of Education 2004: Digital Technology, Communities and Education, Routledge, London (2004)
2003 McNergney R, Imig S, 'Teacher Evaluation', Encyclopedia of Education, Macmillan, New York (2003)
Show 9 more chapters

Journal article (19 outputs)

Year Citation Altmetrics Link
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]
2015 Fischetti J, Imig S, 'Why is being a school principal one of the most dangerous jobs in the country?', The Conversation, (2015) [O1]
Co-authors John Fischetti
2014 Sterrett W, Imig S, Moore D, 'U.S. Department of Education Green Ribbon Schools: Leadership insights and implications', E-Journal of Organizational Learning and Leadership, 12 2-18 (2014)
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)

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.

DOI 10.1080/13603124.2013.817611
Citations Scopus - 1
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)
DOI 10.1177/0013161X12455055
Citations Scopus - 2Web of Science - 2
2012 Roseboro DL, Parker M, Smith R, Imig S, 'The evolution of teacher candidates' thinking: Coming to consciousness and developing conscience', Teaching and Learning: journal of natural inquiry and reflective practice, 26 58-73 (2012)
2011 Sterrett W, Imig S, 'Thriving as a New Teacher in a Bad Economy', Kappa Delta Pi Record, 47 68-71 (2011)
DOI 10.1080/00228958.2011.10516564
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)
DOI 10.1080/02607476.2011.611006
Citations Web of Science - 6
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.

DOI 10.1080/15582159.2010.483920
Citations Scopus - 3
2009 Parker MA, Ndoye A, Imig SR, 'Keeping our teachers! Investigating mentoring practices to support and retain novice educators', Mentoring & Tutoring: Partnership in Learning, 17 329-341 (2009)
2008 Imig SR, Ndoye A, Parker MA, 'Teacher empowerment, school leadership, and student performance in North Carolina¿s charter schools', The Charter School Resource Journal, (2008)
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 (2008)
DOI 10.1177/0022487108321378
Citations Scopus - 4Web of Science - 3
2006 McNergney R, Imig S, 'Acquiring and using evidence on the efficacy of teacher education', Teachers College Record Online, (2006)
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)
DOI 10.1177/0022487105285672
Citations Scopus - 8Web of Science - 6
2006 Imig DG, Imig SR, 'What do beginning teachers need to know? An essay', JOURNAL OF TEACHER EDUCATION, 57 286-291 (2006)
DOI 10.1177/0022487105285964
Citations Scopus - 19Web of Science - 19
2005 Imig D, Imig S, 'The Learned Report on Teacher Education: A Vision Delayed', Change: The Magazine of Higher Learning, 37 58-66 (2005)
2004 McNergney R, Imig S, Gartland M, 'Teacher education in the United States: Terra infirma', Asia-Pacific Journal of Teacher Education, 6 57-65 (2004)
2001 Imig S, 'Review of conflicting missions? Teacher unions and educational reform', American School Board Journal, 188 (2001)
2001 Imig S, 'Connecting technology policy and practice in teacher education.', Virginia Center for Educational Policy Studies Newsletter, 1 (2001)
Show 16 more journal articles

Other (2 outputs)

Year Citation Altmetrics Link
2015 Imig S, Smith R, 'Many Negatives to North Carolina's Hastily Passed Read to Achieve Program', (2015) [O1]
2014 Imig S, Smith R, 'The coming crisis: Too few teachers for NC', (2014) [O1]
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Grants and Funding

Summary

Number of grants 7
Total funding $906,710

Click on a grant title below to expand the full details for that specific grant.


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 / $4,710

Small Research Consultancy$2,710

Funding body: Eleebana Public School

Funding body Eleebana Public School
Project Team Doctor Scott Imig
Scheme Small Research Consultancy
Role Lead
Funding Start 2016
Funding Finish 2016
GNo G1601204
Type Of Funding Other Public Sector - State
Category 2OPS
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

A grant designed to improve the connections among teachers, schools and communities.

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

Program to support preschool children to enter school healthy and ready for learning.  

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

Three year grant funded project to provide summer enrichment for at-risk students and to study the effects of the intervention.  

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

Grant effort to study and improve the quality of teacher preparation.

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
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Research Supervision

Number of supervisions

Completed10
Current7

Total current UON EFTSL

Masters0.6
PhD1.15

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2017 Masters What Are The Most Powerful Factors in Pedagogy That Improve Student Outcomes in Numeracy? M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2017 PhD Applying Positive Psychology Principles to Individual Teacher Identity in the Educational Reform Context PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2016 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), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2016 Masters Cognitive Coaching Techniques that Change Worldview and Help Leaders Self-Direct and Succeed while in an Environment that Discourages Questioning and Evaluation M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2016 PhD Preparing the Next Generation of Educational Leaders PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2015 Masters Building Capacity for Leadership and Teaching in Australian Schools M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2013 PhD The Impact of School-Based Management Reform on Principal Leadership in New South Wales Public Secondary Schools PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
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
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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 7
United Kingdom 1
Qatar 1
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Dr Scott Imig

Position

Senior Lecturer
School of Education
Faculty of Education and Arts

Contact Details

Email scott.imig@newcastle.edu.au
Phone (2) 4921 7956
Mobile (02) 448294728

Office

Room HA 115
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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