Dr John Scott
MSc(Sydney), BSc(Sydney), DipEd(UNE), MEd(Sydney), PhD(Sydney)
Phone: +61 2 9351
Fax: +61 2 9351
John completed the degree of Doctor of Philosophy in the Faculty in 2013. His thesis, “Professional learning in faith-based schools: A comparative study of schools of the Peoples of the Book”, investigated the professional learning in Australian Independent faith-based schools through a case study of three schools (one Christian, one Jewish and one Muslim).
Following his retirement as a school Principal at the end of 2004 John worked part-time with the Anglican Education Commission Diocese of Sydney responsible for Teacher Education. From 2005 - 2013 he was a member of the Association of Independent Schools NSW Independent Schools Capital Grants Committee which is responsible for administering government grants to Independent schools in NSW for capital purposes. He is currently a mentor to participants in the Flagship Program offered by the Association of Independent School's Leadership Centre,
Prior to this he was Principal of St Luke’s Grammar School, Dee Why and Peninsula Grammar School, Warriewood, two Anglican schools in the Diocese of Sydney, in which positions he was active in both state and national professional associations.
John’s teaching career included various positions of responsibility at Barker College, NSW and he taught at Westminster School, London, UK, one of England’s top-ranking Public Schools. He has written a number of articles in his teaching area of Secondary Mathematics as well as a number of texts related to the NSW Mathematics syllabi.
John has presented papers at AARE and ANZHES Annual conferences; since his graduation in 2013, he has given presentations to a number of Independent schools. Together with Dr Ann Cheryl Armstrong, John is currently writing a number of papers for presentation to peer-reviewed journals, which embody and develop the insights which have resulted from his research.
- Scott, John T. & Armstrong, Ann Cheryl. (2016). Using metaphors to understand how educators in faith-based schools view professional learning. Power and Education. DOI:10.1177/1757743816650222
- Scott, John T & Armstrong, Ann Cheryl. (2014). The shifting sands of centre and periphery: Education and Anglican schools in New South Wales. Power and Education, 6(2), 155–168. DOI:10.2304/power.2014.6.2.155
- Scott, J. & Armstrong, A. C. (2013). Through a Freirean lens: professional learning, faith-based schooling and liberatory education. Professional Development in Education. DOI:10.1080/19415257.2013.830273
- Scott, J. & Armstrong A. C. (2011). Faith-based Schools and the Public Good: Purposes and Perspectives. In Sarah Howard AARE International Education Research Conference 2010 (Proceedings). Melbourne, 28 November - 2 December 2010.