Dr Timothy Scott
Research Principal
Dr Timothy Scott
Tim has held various leadership roles in schools in Australia and abroad for the past 24 years, alongside teaching history and modern languages. He is currently Research Principal at the Barker Institute, the school-based educational research centre at Barker College, a Pre-K to Year 12 coeducational, boarding school in Sydney, Australia. His research interests include intercultural and interlingual learning and teaching, refugee education, and the role of student voice in improving educational practice. Tim believes embedding research informed practice has become increasingly important and is the mark of contemporary schools, empowering their teachers as experts and enabling their learners to thrive. He is one of the lead researchers for the Barker Institute’s ongoing, decade-long longitudinal study, the Barker Journey. Concurrently with his educational research responsibilities, Tim teaches History and Global Studies at Barker. Tim’s PhD investigated socio-political influences on contemporary German conceptions of history and archaeology.
Explore Resources by Dr Timothy Scott
The Barker Journey – Year 7, 2023 Nurturing Learning Relationships
This paper presents the results of the fifth year of the Barker Journey project, tracking a group of students on their ten-year educational journey culminating with Year 12 in 2028. Now in Year 7, some of these students first participated in this research in Year 3 as the first coeducational …
The Barker Journey - Year 6 2022 - Community and Belonging
This paper reports on the fourth year of following the Barker Junior School Journey of the cohort of Barker students graduating Year 12 in 2028. In Term 3 of 2022, 150 Year 6 students of Barker College completed a survey, and semi-structured interviews were conducted with 29 of these students. …
The Barker Junior School Journey: Report on Year 3-6 from 2019-2022
The Barker Journey longitudinal study has now completed its fourth year. The subjects of the study are a group of students who celebrated the conclusion of their primary schooling in 2022. The significance of this milestone was underlined by the current Barker Journey cohort also being the first fully coeducational …
The untended garden: Reflections on designing and implementing a teaching and learning framework within a coeducational, international school context
The focus of this paper is to reflect on the development of a quality teaching and learning framework within a coeducational, international school context. Using an international school based in Germany, and its partnerships with other German national schools, this paper will posit that for the successful development of a …
The Barker Journey - Year 5 2021: The experiences of 'digital natives' in a digital classroom
This paper reports on the third year of interviews with the cohort of Barker College students graduating Year 12 in 2028. 28 Year 5 students participated in online interviews from their homes during a 14-week period of at-home learning required through government management of the COVID-19 pandemic. Specific findings relevant …
My two blankets: Considering the importance of using home languages in today’s classroom in support of student learning and wellbeing
This paper considers the importance of home languages in the classrooms of today and tomorrow. In an increasingly multilingual world, especially in a city with 43% of the population born overseas (Mackay 2018), it is not possible to assume that a student’s first language is English. Acknowledging the place of …
Towards a pedagogy for radical hope: Developing a whole school approach to refugee education
This monograph, a supplementary addition to the 2023 Barker Institute Journal Learning in Practice, is presents a literature-informed, whole-school approach to refugee education.
Term 3... and that’s a wrap!
(Or four highlights from a very active term)