A number of staff at The Scots College are engaged in research, be it discipline-specific, institutional or pedagogical. (See here for a list of recent staff publications.) These include:
Dr Ian PM Lambert BA, Grad Dip T, MA, PhD, MACE (Principal) is working on Leadership in GPS Schools. A Cambridge graduate, he has been leader of the National Institute for Christian Education, and (prior to Scots) Principal of Swan Christian College in Western Australia. He is a trustee of the International Boys' Schools Coalition, and author of a number of books on boys education including Brave Hearts, Bold Minds: Leadership for young Australians (2009) and Get Ready to Lead (2010).
Dr Tom Cerni DipEd, BEd, DipArt(Psych), MEd(CounselPsych), PhD (Head of Counselling Services) is an Honorary Associate of the Faculty of Education and Social Work at the University of Sydney, a Registered Psychologist and a Member of the Australian Psychological Society and the American Psychological Association. He is the author of numerous articles in peer-reviewed journals examining the relationship between the Cognitive-Experiential Theory (CET), Full-Range Leadership Theory, conflict-handling styles and influencing tactics. His present research is examining how guided self-reflection, using CET, can assist leaders enhance their creativity, innovation and wisdom.
Dr Hugh Chilton BA (Advanced) (Hons), PhD, GradDipEd (Research Fellow) was awarded his PhD in History at the University of Sydney in 2015 for a thesis entitled ‘Evangelicals & the End of Christian Australia: religion & nation in the public square, 1959-79’. He is preparing the manuscript for publication as a major monograph with Routledge (due 2018), as well as publications on royalty in Australia and the intersection of prophetic religion and civil religion at Anzac Day.
Dr Caitlin Munday BEd (Hons) PhD (Research Officer) was awarded her PhD thesis on 'Conceptualising the drama classroom as community: A case study approach to effective learning and teaching'.
Ms Caroline Basckin (Learning Enrichment) is a PhD Candidate in the School of Education at the University of New South Wales, working with Associate Professor Iva Strnadová on ‘Evidence-based practices for students with special educational needs’.
Dr Arun Mehta, BTech (Met), MTech (Aircraft Production Eng), PhD (Mat Sc and Eng), Dip Ed (Mathematics Teacher) is undertaking a doctorate in experiential education, seeking to understand how its principles might be fruitfully applied in senior mathematics classes. In a disciplinary area often perceived as abstract and irrelevant, Dr Mehta is breaking fresh ground in changing the way mathematics engages boys by learning through doing.
Toby Castle, BEd (Human Movement and Health Education) (Hons), MA Global Leadership (Fuller), PhD Candidate (Fuller) is a PhD Candidate at Fuller Theological Seminary. His thesis is entitled 'The Church's Colonised, Racialised Habitus: Western Privilege and its Anodyne Influence in Cross-Cultural Peacemaking'.
Mr Reece Condon MTeach, BSc, GradDip Outdoor Ed, GradDip Ministry Studies (Outdoor Education Teacher - Glengarry) is currently completing his PhD at Wollongong University examining how experiential education effects the Emotional Intelligence and Flourishing levels in Male Adolescence.
Mr Jeff Mann BSc (Psychol.) Hons, MPHE (Outdoor Coordinator, Glengarry) is currently undertaking a PhD with Western Sydney University. His research involves an exploration of student engagement in middle high school boys, and how school systems can be re-imagined to better engage boys at this critical developmental stage.
Mr Andrew Mason-Jones BA, BLaw, Dip Ed (History Teacher) is completing a Masters by Research at the University of Sydney on the Australian Army Training Team in Vietnam.
Mr David Ikin BExSc (Hons), Grad Dip Ed, MEd (Leadership and Management) is currently undertaking a PhD with University of Newcastle. His research involves an exploration into the link between anxiety and mindset within primary classrooms. The research aims to focus on the the interactions between a student and their school environment to develop a deeper understadning of how students perceive school in the 21st century.