Professor Robyn Ewing

BEd(Hons)(Sydney), PhD(Sydney)
Professor, Teacher Education and the Arts
Acting ProDean

A35 - Education Building
The University of Sydney

Telephone +61 2 90366524/93513846
Fax +61 2 93512606

Website Contact details

Biographical details

Robyn is Professor of Teacher Education and the Arts. She teaches in the areas of curriculum, English and drama, working with both undergraduate and postgraduate students. Robyn is passionate about the Arts and education and the role quality arts experiences and processes can and should play in pedagogy across the curriculum.

In the areas of English, literacy and the arts, Robyn's research has particularly focused on the use of educational or process drama with authentic literary texts to develop students' critical literacies. She has been published widely in this area.

Her current research interests also include teacher education, especially the experiences of early-career teachers and the role of mentoring; sustaining curriculum innovation; and evaluation, inquiry and case-based learning. She is particularly interested in innovative qualitative research methodologies including the role of the Arts in educational research.

Robyn was president of the Primary English Teachers Association from 2001-2006 and is currently national president of the Australian Literacy Educators Association (ALEA) and vice president of Sydney Story Factory. She has recently joined the Board of the Australian Film, Television and Radio School (AFTRS).

Within the faculty, Robyn was inaugural co-director of the innovative Master of Teaching degree and has also been Acting Dean; Associate Dean, Academic Programs; Associate Dean, Teaching and Learning; Director, BEd(Primary); and Director, Division of Professional Learning.

An experienced primary teacher and teacher educator, Robyn has a commitment to quality teaching and learning at all levels of education. She enjoys working collaboratively with classroom teachers interested in innovative curriculum practices. She has worked as an academic mentor with teachers at a range of Sydney primary and secondary schools with the major focus on improving literacy outcomes using drama and literature.

Research interests

Research on teaching and learning

  • Teacher education and professional learning
  • Creative and performing arts
  • English and literacy

Keywords: arts-informed inquiry, drama and critical literacy, primary curriculum, the arts and learning, early-career teachers

Current research students

Project title Degree Research student
Shifting Sands: the narrative construction of early career Aboriginal teachers' professional identities at the cultural interface. PhD Catherine BURGESS
Attrition of beginning teachers: challenges and nature of support available in Catholic, government and independent secondary schools PhD Stephanie FRENCH
Mandated imaginative and creative thinking in the Australian curriculum: student responses to quality children's literature. MEd (Research) Katrina KEMP
Creativity and Sydney Story Factory PhD Amy MORTIMER
The significance of text in the teaching of reading: A case study of the development of an indigenous community writer's resource. PhD Kathleen RUSHTON
Teaching literacy through drama: a case study of the School DramaTM teacher professional learning program. MEd (Research) John SAUNDERS
The influence of tertiary Indigenous Australian Studies on teacher identity formation. PhD Katrina THORPE

Current projects

  • Using process drama strategies to develop students' imaginations and critical literacies.
  • ARC longitudinal Linkage project, 'Theatrespace: Accessing the cultural conversation' with Universities of Melbourne and Griffith re young people's accessing theatre, 2008-11
  • 'School drama' in partnership with Sydney Theatre Company, a professional learning project aimed at developing primary teachers' confidence and expertise to use drama strategies with quality literary texts to enhance students' literacy development
  • ARC Linkage project, Images, perceptions and resources: enhancing Australia's role in China's English language education, 2011-2013
  • Creative teaching and learning: what does it look like?

Associations

  • Member of the Australian Film, Television and Radio School (AFTRS) Board

  • National president, Australian Literacy Educators Association (ALEA)

  • Vice President, Sydney Story Factory

  • Member Bell Shakespeare National Education Advisory Board

  • Member New South Wales Institute of Teaching Initial Education Committee

Awards and honours

  • Director General's Award for Excellent Service to NSW Public Schools, 1995

  • Vice Chancellor's Excellence in Teaching Award 1999, University of Sydney

  • Quality Teaching Award 2002, NSW Minister of Education and Australian College of Educators

  • Excellence in Teaching Award 2004, Faculty of Education and Social Work, University of Sydney

  • Vice Chancellor's Excellence in Research Higher Degree Supervision Award 2007, University of Sydney

  • Life membership Primary English Teaching Association, 2006

  • Lady Cutler Award, 2012

  • Fellow of the Australian College of Educators, 2013

Selected grants

2014

  • The Arts Unit Evaluation and Research; Anderson M, Ewing R, Fleming J; NSW Department of Education and Communities/Research Support.

2011

  • Images, Perceptions and Resources: Enhancing Australia's Role in China's English Language Education; Shen H, Hu C, Kettle M, Ewing R, Luke A; Australian Research Council (ARC)/Linkage Projects (LP).

2008

  • Longitudinal evaluation of the Leading Quality Professional Learning project; Hayes D, Ewing R, Armstrong A, Anderson J; NSW Department of Education and Training (NSWDET)/Australian Government Quality Teacher Program.

2007

  • Accessing the cultural conversation: investigating participation and non-participation of young people as audiences; O'Toole J, Ewing R, Anderson M, Burton B, Bundy P, O'Brien A, Hughes J, Donelan K, Sinclair C, Jordan N; Australian Research Council (ARC)/Linkage Projects (LP).

2006

  • Researching the Development of a Community Writers Kit & Series 3 Literacy Resources; Ewing R; Indij Readers/Project.
  • Evaluation of Indij Readers; Ewing R; Westpac Banking Corporation/Research Grant.
  • Improving senior literacy, Northern Beaches Secondary College; Ewing R; Northern Beaches Secondary College/Research Grant.

2005

  • Evaluative inquiry into the sustainability of professional learning through school based action learning.; Ewing R; NSW Dep of Education and Training/Project Support.
  • Evaluation of AGQTP Sustaining Professional Learning; Armstrong A, Ewing R, Hayes D, Anderson J; NSW Department of Education and Training (NSWDET)/Research Grant.
  • Early career teacher/mentor teacher stories AGQTP; Ewing R; Australian Government Quality Teaching Programs (AGQTP)/Research Grant.
  • Stories from early career teachers and their mentors.; Ewing R; NSW Dep of Education and Training/Research Grant.
  • National Review of Education in Visual Arts, Craft, Design and Visual Communication; Ewing R, Anderson M, Gibson R, Hughes J, Hulsbosch M, Newman R, Armstrong D; Department of Education, Science and Training (DEST)/Research Grants.
  • Early Career Teachers; Anderson J, Anderson M, Gibson R, Ewing R, Manuel J; NSW Department of Education and Training (NSWDET)/Research Grant.

2004

  • Developing tertiary teaching at The State University of Padang, Indonesia.; Harbon L, Laws K, Ewing R; University of Sydney/International Development Fund.
  • Evaluation of ACQTP Project, Consistent Teacher Judgement Online; Ewing R; NSW Department of Education and Training (NSWDET)/Research Grant.
  • Evaluation of school review model; Ewing R; Catholic Education Office (Sydney)/Research Grant.
  • Evaluation of Australian Government Quality Teaching Action Learning for School Teams.; Ewing R, Smith D, Anderson M, Gibson R, Manuel J; Department of Education, Science and Training (DEST)/Research Grants.
  • Evaluation of CEO Parramatta School Review; Ewing R; CEO Parramatta Diocese/Research Grant.
  • Evaluation of AGQTP, CTJ Online Stage 2; Ewing R; NSW Department of Education and Training (NSWDET)/Research Grant.
  • Evaluative Inquiry into Sustainability of Professional Learning through School Based Action Learning; Ewing R; NSW Department of Education and Training (NSWDET)/Research Grant.

2003

  • Evaluation of Australian Government Quality Teaching Program, NSW Action Learning Project; Ewing R; Australian Government Quality Teaching Programs (AGQTP)/Research Grant.
  • Evaluation of the action learning for school teams Commonwealth quality teacher program activity; Ewing R, Plummer F; NSW Department of Education and Training (NSWDET)/Research Grants.

2002

  • Effect of Reduced Class sizes on Learning Outcomes; Ewing R, Bruniges M; NSW Department of Education and Training (NSWDET)/Research Grant.
  • Teaching Improvement Grant; Ewing R; University of Sydney/CHASS Sesqui Grant, Partnerships with School.

2001

  • Focus on Literacy: Writing Effective practice project; Ewing R; NSW Department of Education and Training (NSWDET)/Research Grant.
  • Beginning Teachers, a Longitudinal study; Ewing R, Smith D; University of Sydney/Sesqui R and D.

2000

  • CHASS Sesqui Grant, Partnerships with School; Ewing R; University of Sydney/CHASS Sesqui Grant, Partnerships with School.

Selected publications & creative works

Download citations: PDF RTF Endnote

Books

  • Ewing, R. (2013). Curriculum and assessment: Storylines. South Melbourne, Australia: Oxford University Press.
  • Groundwater-Smith, S., Ewing, R., Le Cornu, R. (2011). Teaching: Challenges and Dilemmas. Melbourne: Cengage Learning Australia.
  • Gibson, R., Ewing, R. (2011). Transforming the Curriculum through the Arts. Melbourne, Australia: Palgrave Macmillan.
  • Ewing, R. (2010). The Arts and Australian Education: Realising Potential. Melbourne: ACER Press.
  • Aubusson, P., Ewing, R., Hoban, G. (2009). Action Learning in Schools: Reframing teachers' professional learning and development. Abingdon, UK: Routledge imprint of Taylor & Francis.
  • Ewing, R. (2009). Curriculum and Assessment: A Narrative Approach. Melbourne, Australia: Oxford University Press.
  • Groundwater-Smith, S., Ewing, R., Le Cornu, R. (2006). Teaching: Challenges and Dilemmas. Melbourne: University Press.
  • Ewing, R., Simons, J. (2004). Beyond the Script Take 2: Drama in the Classroom. Newtown NSW: Primary English Teachers Association Australia (PETAA).
  • Ewing, R., Groundwater-Smith, S., Le Cornu, R. (2003). Teaching: Challenges and Dilemmas. Sydney, NSW: Primary English Teachers Association Australia (PETAA).

Edited Books

  • O'Toole, J., Adams, R., Anderson, M., Burton, B., Ewing, R. (2014). Young Audiences, Theatre and the Cultural Conversation. Dordrecht: Springer.
  • Ewing, R. (2013). Creative Arts in the Lives of Young Children: Play, imagination and learning. Melbourne: ACER Press.
  • Ewing, R., Lowrie, T., Higgs, J. (2009). Teaching & Communicating:Rethinking Professional Experiences. Melbourne, Australia: Oxford University Press.
  • Ewing, R. (2006). Beyond the Reading Wars. Towards a balanced approach to helping children learn to read. Sydney: Primary English Teachers Association Australia (PETAA).

Book Chapters

  • Fleming, J., Ewing, R., Hughes, J. (2014). The Industry Partners’ Perceptions. In J. O'Toole, R-J. Adams, M. Anderson, B. Burton & R. Ewing (Eds.), Young Audiences, Theatre and the Cultural Conversation, (pp. 99-114). Dordrecht: Springer.
  • Burton, B., Bundy, P., Ewing, R. (2014). Theatre literacy. In J. O'Toole, R-J. Adams, M. Anderson, B. Burton & R. Ewing (Eds.), Young Audiences, Theatre and the Cultural Conversation, (pp. 145-158). Dordrecht: Springer.
  • Ewing, R., Fleming, J., Burton, B., Stinson, M. (2014). Young Audiences from the Educators' Perspective. In J. O'Toole, R-J. Adams, M. Anderson, B. Burton & R. Ewing (Eds.), Young Audiences, Theatre and the Cultural Conversation, (pp. 83-97). Dordrecht: Springer.
  • Bundy, P., Ewing, R., Fleming, J. (2013). Drama and the Audience: Transformative Encounters in TheatreSpace. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 145-158). London: Bloomsbury Academic, imprint of Bloomsbury.
  • Ewing, R. (2013). Imaginative play in the lives of young children. In Robyn Ewing (Eds.), Creative Arts in the Lives of Young Children: Play, imagination and learning, (pp. 7-18). Melbourne: ACER Press.
  • Ewing, R., Blinkhorne, H., Warhurst, J., Watson, G. (2013). Playing with literature: A place of wonder. In Robyn Ewing (Eds.), Creative Arts in the Lives of Young Children: Play, imagination and learning, (pp. 65-80). Melbourne: ACER Press.
  • Ewing, R. (2013). The role of dramatic play in developing confident, creative learners. In Robyn Ewing (Eds.), Creative Arts in the Lives of Young Children: Play, imagination and learning, (pp. 19-33). Melbourne: ACER Press.
  • Ewing, R. (2011). Action Research and Professional Learning: Some reflections on inquiries that advance professional knowledge and practice. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 71-77). New York: Springer.
  • Ewing, R. (2011). Investigating the Liminal in Professional Education through Arts-Informed Research. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 133-139). New York: Springer.
  • Hoban, G., Herrington, T., Kervin, L., Ewing, R., Anderson, J., Smith, D. (2010). Final Report of Evaluative Inquiry into the Sustainability of Professional Learning through School-Based Action Learning. In Campbell A & Groundwater-Smith, S (Eds.), Action Research in Education, (pp. 103-120). Los Angeles: Sage Publications.
  • Ewing, R. (2010). Literacy and the Arts. In Frances Christie and Alyson Simpson (Eds.), Literacy and Social Responsibility: Multiple Perspectives, (pp. 56-70). London: Equinox Publishing.
  • Ewing, R. (2009). Creating imaginative, practical possibilities in K-6 English classrooms. In Jacqueline Manuel, Paul Brock, Don Carter, Wayne Sawyer (Eds.), Imagination Innovation Creativity: Re-Visioning English in Education, (pp. 171-182). Australia: Phoenix Education.
  • Ewing, R., Le Cornu, R. (2009). From practice teaching to practicum to professional experiences. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 31-41). Melbourne, Australia: Oxford University Press.
  • Groundwater-Smith, S., Ewing, R. (2009). Seeing practice through practice: Learning through action research and action learning. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 237-246). Melbourne, Australia: Oxford University Press.
  • Ewing, R., Lowrie, T. (2009). The current teacher education context. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 3-11). Melbourne, Australia: Oxford University Press.
  • Ewing, R., Miller, C., Saxton, J. (2008). Drama and Contemporary Picture Books in the Middle Years. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 121-135). Melbourne: Oxford University Press.
  • Ewing, R. (2007). Critical factors for conducting and sustaining action learning as a professional learning tool in the school workplace. In P. Ponte, B. Smit & J. Van Swet (Eds.), Postgraduate Programmes as Platform. A Research-led Approach, (pp. 189-196). Rotterdam: Sense Publishers.
  • Ewing, R. (2006). Reading to allow spaces to play. In R Ewing (Eds.), Beyond the Reading Wars. Towards a balanced approach to helping children learn to read, (pp. 141-150). Sydney: Primary English Teachers Association Australia (PETAA).
  • Ewing, R., Smith, D. (2004). Locating New Epiphanies. In Cole, A; Neilsen, L; Knowles, J; and Luciani, T (Eds.), Provoked by Art: Theorizing Arts-informed Research, (pp. 147-158). Halifax: Backalong Books.
  • Ewing, R. (2004). Using Drama To Enhance Students' Storying In Primary Classrooms. In Michael Anderson & Christine Hatton (Eds.), The State of Our Art: NSW Perspectives in Educational Drama, (pp. 33-42). Australia: Currency Press.
  • Ewing, R., Smith, D. (2002). Building Communities in Teacher Education: The M.Teach Experience. In Christiansen, Helen & Ramadevi, S. (Eds.), Re-Educating the Educator: Global Perspectives on Community Building, (pp. 151-168). Albany, United States: State University of New York Press.
  • Ewing, R., Smith, D. (2002). Building communities in teacher education: The M.Teach experience. In Christiansen, Helen & Ramadevi, S. (Eds.), Re-Educating the Educator: Global Perspectives on Community Building, (pp. 151-168). Albany, United States: State University of New York Press.
  • Ewing, R., Smith, D. (2001). Becoming in professional practice: An exemplar. In J. Higgs and A. Titchen (Eds.), Professional Practice in Health, Education and the Creative Arts, (pp. 175-184). United States: Wiley-Blackwell Publishing.
  • Ewing, R., Smith, D. (2001). Doing, knowing, being and becoming: The nature of professional practice. In J. Higgs and A. Titchen (Eds.), Professional Practice in Health, Education and the Creative Arts, (pp. 16-28). United States: Wiley-Blackwell Publishing.
  • Simons, J., Ewing, R. (2001). Using practical knowledge of the creative arts to foster learning. In Joy Higgs & Angie Titchen (Eds.), Practice Knowledge and Expertise in the Health Professions, (pp. 186-191). United States: Butterworth Heinemann.

Journals

  • Shen, H., Yuan, Y., Ewing, R. (2014). English learning websites and digital resources from the perspective of Chinese university EFL practitioners. ReCall, First view. [More Information]
  • Fleming, J., Ewing, R., Anderson, M., Klieve, H. (2014). Reimagining the wheel: The implications of cultural diversity for mainstream theatre programming in Australia. Theatre Research International, 39(2), 133-148. [More Information]
  • Anderson, M., Ewing, R., Fleming, J. (2014). The role of family in young people's theatre attendance. Youth Theatre Journal, 28(1), 61-73. [More Information]
  • Ewing, R. (2012). Competing issues in Australian primary curriculum: learning from international experiences. Education 3-13: International Journal of primary, elementary and early years education, 40(1), 97-111. [More Information]
  • Bundy, P., Donelan, K., Ewing, R., Fleming, J., Stinson, M., Upton, M. (2012). Talking about liveness: responses of young people in the TheatreSpace project. NJ-Drama Australia Journal, 36, 15-26.
  • Ewing, R. (2012). The imperative of an arts-led curriculum: Lessons from research. NJ-Drama Australia Journal, 36, 7-14.
  • Kettle, M., Yuan, Y., Luke, A., Ewing, R., Shen, H. (2012). The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design. Frontiers of Education in China, 7(4), 534-552. [More Information]
  • Ewing, R., Hristofski, H., Gibson, R., Campbell, V., Robertson, A. (2011). Using Drama to Enhance Literacy: The School Drama Initiative. Literacy Learning: The Middle Years, 19(3), 33-39.
  • Ewing, R., Hughes, J. (2008). Arts-Informed Inquiry in Teacher Education: contesting the myths. European Education Research Journal, 7(4), 512-522.
  • Ewing, R., Freeman, M., Barrie, S., Bell, A., O'Connor, D., Waugh, F., Sykes, C. (2008). Building community in academic settings: the importance of flexibility in a structured mentoring program. Mentoring and Tutoring: Partnership in Learning, 16(3), 294-310.
  • Le Cornu, R., Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education/reconstructing the past to embrace the future. Teaching and Teacher Education, 24, 1799-1812. [More Information]
  • Ewing, R., Gibson, R. (2007). Creative teaching or teaching creatively? Using creative arts strategies in preservice teacher education. Waikato Journal of Education, 13, 161-179.
  • Ewing, R. (2006). Beyond 'reading wars'. Australian Author, August, 14-16.
  • Ewing, R. (2006). Beyond the Reading Wars. Australian Author, 38(2), 14-17.
  • Gibson, R., Ewing, R. (2006). Integrating the creative arts (with INTEGRITY). Policy and Practice in Education, 12(1), 29-43.
  • Ewing, R., Manuel, J. (2005). Retaining quality early career teachers in the profession: new teacher narratives. Change: Transformations in Education, 8(1), 1-16.
  • Ewing, R., Smith, D., Horsley, M. (2003). Reflecting on an inquiry, case based approach to teacher education. Findings and implications. Change: Transformations in Education, 6(2), 46-56.
  • Ewing, R., Smith, D. (2003). Retaining quality beginning teachers in the profession. English Teaching: Practice and Critique, 2(1), 15-32.
  • Smith, D., Ewing, R. (2002). Curriculum Studies: Storylines. Change: Transformations in Education, 5(1), 26-45.
  • Ewing, R. (2002). Framing a professional learning culture: An Australian case study. Curriculum Perspectives, 22(3), 23-32.
  • Ewing, R., Smith, D. (2002). Inquiry based learning in teacher education: Developments and implications. Unicorn: Australian College of Education Online, ORA14 (On-line Refereed Article), Online.
  • Ewing, R. (2001). Integrating arts and literacy in preservice education: an Australian case study. Journal of Professional Studies, 9, 51-58.
  • Ewing, R. (2001). Integrating Literacy and the Arts in Teacher Education [December]. Journal of Professional Practice.
  • Ewing, R. (2001). Integrating Literacy and the Arts in Teacher Education [March]. Journal of Professional Practice, March.

Conferences

  • Ewing, R., Hristofski, H., Gibson, R., Campbell, V. (2012). Crossing borders: Researching the school drama initiative. IDIERI 7 2012 - The 7th International Drama in Education Research Institute conference - Borders and translations: Towards new paradigms and languages in drama education, Limerick, Ireland, 10-15 July, 2012.
  • Ewing, R., Gibson, R. (2011). Arts-informed approaches to teacher education research and pedagogy. Narrative,arts-based & post approaches to social research conference - NAPAR 2011, Phoenix, Arizona, 21-23 January, 2011.
  • Simpson, A., Ewing, R. (2009). Taking action to build professional learning communities in primary schools. First ever National Primary Years Conference.
  • Plummer, F., Ewing, R., Smith, D., Hoban, G., Dinham, S., Aubusson, P., Brady, L. (2008). Action learning: potential and pitfalls for innovation and research. AARE 2007 Focus Conference, online: Australian Association for Research in Education (AARE).
  • Gibson, R., Ewing, R. (2007). Connecting change to teaching practice. European Educational Research Association Conference. European Educational Research Association.
  • Ewing, R., Freeman, M., Ahmed, A., O'Connor, D., Waugh, F. (2007). DELETE/Duplicate with 1050696xPUB124 Mentoring in Higher Education: A Case Study. Australian Association for Research in Education 2006, Adelaide: Australian Association for Research in Education (AARE).
  • Ewing, R., Freeman, M., Bell, A., Barrie, S., O'Connor, D., Shields, J., Spicer, P., Waugh, F. (2007). The challenge of mentoring in academic settings: A pilot study. AARE's 36th Annual International Education Research Conference - Adelaide 2006, Melbourne: Australian Association for Research in Education (AARE).
  • Gibson, R., Ewing, R. (2006). Creative teaching in, through and across the creative arts. Beyond the Generic, Beyond the Differences. 2nd Dialogues & Differences Symposium.
  • Gibson, R., Ewing, R. (2006). Creative teaching or teaching creatively? Using the creative arts to improve teaching and learning. 1st International Conference on the Arts in Society, Scotland: International Conference on the Arts in Society.
  • Ewing, R. (2006). Critical factors in sustaining school-based change. Sustainable Leadership in Education Conference, Sydney: Faculty of Education and Social Work, University of Sydney.
  • Ewing, R. (2006). Drama as critical, quality pedagogy. Drama Australia Conference 2006, Australia: Drama Australia.
  • Gibson, R., Ewing, R. (2006). Empowering students through negotiated assessment. Best Practice Forum.
  • Ewing, R., Gibson, R. (2006). Enhancing 'storying' through drama and literary texts. Using the Creative Arts to improve teaching and learning. 1st International Conference on the Arts in Society, Scotland: International Conference on the Arts in Society.
  • Ewing, R. (2006). Reading beyond the text: Using drama to enhance children's critical literacy development. Future Directions in Literacy Conference and Certificate of Primary Literacy Education 2006, Sydney: University of Sydney.
  • Smith King, N., Ewing, R. (2006). Squeeze in or squeeze out? How teachers fit the non-Biblical parable to the NSWDET English K-6 Syllabus. AARE International Education Research Conference 2005, Australia: Australian Association for Research in Education (AARE).
  • Ewing, R., Hughes, J. (2006). The role and function of drama in arts informed and narrative inquiry. Drama Australia Conference 2006, Australia: Drama Australia.
  • Ewing, R., Lecornu, R. (2006). Transforming Knowledge in Teacher Preservice Education Professional Experiences. European Educational Research Association Conference. European Educational Research Association.
  • Ewing, R., Smith, D. (2006). Transforming teacher pedagogical knowledge and practice through action learning. European Educational Research Association Conference. European Educational Research Association.
  • Ewing, R. (2005). Enhancing students' storying through drama. 3rd International Conference on the Imagination in Education 2005. Imaginative Education Research Group.
  • Ewing, R., Smith, D. (2005). Quality learning and teaching: Implications in tertiary contexts. Higher Education Research and Development Society of Australasia Annual Conference - HERDSA 2005, Sydney: Institute for Teaching and Learning.
  • Ewing, R., Lecornu, R. (2005). Reconceptualising professional experiences. Developing richer learning communities in schools. 12th International Study Association on Teachers & Teaching 2005. International Study Association on Teachers and Teaching.
  • Ewing, R., Manuel, J. (2005). Retaining quality teachers in the profession. 12th International Study Association on Teachers & Teaching 2005. International Study Association on Teachers and Teaching.
  • Ewing, R., Hoban, G., Anderson, J., Plummer (Whalan), F. (2005). Sustaining school reform through action learning. 12th International Study Association on Teachers & Teaching 2005. International Study Association on Teachers and Teaching.
  • Ewing, R. (2005). Teachers as Research Practitioners: Implications for School Leaders. Online Leading Learning Conference 2005, online: NSW DET.
  • Gibson, R., Ewing, R. (2005). Transforming teaching & learning in tertiary contexts: A case study. 3rd International Conference on Imagination & Education.
  • Gibson, R., Ewing, R. (2005). Transforming Teaching and Learning in Tertiary Contexts. 3rd International Conference on the Imagination in Education 2005. Imaginative Education Research Group.
  • Ewing, R., Smith, D. (2004). Retaining beginning teachers. European Education Research Conference.
  • Ewing, R. (2003). Paper presented at the International Federation for the Teaching of English. International Federation for the Teaching of English. The International Federation for the Teaching of English.
  • Gibson, R., Ewing, R. (2002). Integrating the creative arts: An overview. Advancing Teacher Education - Our Work, Our Research.
  • Ewing, R. (2002). Using drama to enhance critical literacy. Inspiring Innovation Conference.
  • Ewing, R., Smith, D. (2001). A case based/inquiry approach to teaching and learning in higher education. The Vice-Chancellor''s Showcase of Scholarly Inquiry in Teaching and Learning 2001, : World Scientific Publishing.
  • Ewing, R. (2001). Senior secondary English. Faculty of Education, University of Sydney English Conference, Sydney: University of Sydney.

Other Works

  • Gibson, R., Ewing, R. (2008). Using performance to enhance English and literacy learning. Primary English Teaching Association Australia (PEETA) Papers, Paper 163 e:update 001, (pp. 1 - 8). Sydney, Australia: Primary English Teaching Association.

Report

  • Adams, R., Anderson, M., Bundy, P., Donelan, K., Ewing, R., Fleming, J., O'Toole, J., Sinclair, C., Stinson, M. (2012). The TheatreSpace Project: Accessing the Cultural Conversation: Final Report (2012). [More Information]
  • Campbell, V., Ewing, R., Gibson, R. (2010). Evaluation report for school drama pilot 2009.
  • Ewing, R., Groundwater-Smith, S., Mockler, N., Loughland, A., Simpson, A., Smith, D., Way, J., Armstrong, A., Brooks, D. (2010). Meta Analysis of Quality Teaching Action Learning Project 2003-2009. [More Information]
  • Brooks, D., Ewing, R. (2010). Taking Professional Standards into Practice (2009). Report for NSWDET Australian Government Quality Teaching Program (AGQTP). [More Information]
  • Brooks, D., Ewing, R. (2009). Taking Professional Standards into Practice (2008). Report for NSWDET Australian Government Quality Teaching Program (AGQTP).
  • Ewing, R., Brooks, D. (2008). Taking Professional Standards into Practice (2007). Report for NSWDET Australian Government Quality Teaching Program (AGQTP).
  • Ewing, R., Mabley, R. (2007). Taking Professional Standards into Practice (2006). Report for NSWDET Australian Government Quality Teaching Program (AGQTP).
  • Ewing, R., Manuel, J., Brunker, N. (2006). Early career teacher/Teacher mentor stories.
  • Ewing, R., Hoban, G., Herrington, T., Anderson, J., Smith, D., Kervin, L. (2005). Evaluative inquiry into the sustainability of professional learning through school-based action learning. Final report. [More Information]
  • Ewing, R., Smith, D., Anderson, M., Gibson, R., Manuel, J. (2004). Teachers as Learners. Australian Government Quality Teacher Program (AGQTP) Action Learning for School Teams. Project Evaluation Report. [More Information]

Other

  • Ewing, R. (2007), Television appearance: Difference of Opinion: Education, ABC.

2014

  • Shen, H., Yuan, Y., Ewing, R. (2014). English learning websites and digital resources from the perspective of Chinese university EFL practitioners. ReCall, First view. [More Information]
  • Fleming, J., Ewing, R., Anderson, M., Klieve, H. (2014). Reimagining the wheel: The implications of cultural diversity for mainstream theatre programming in Australia. Theatre Research International, 39(2), 133-148. [More Information]
  • Fleming, J., Ewing, R., Hughes, J. (2014). The Industry Partners’ Perceptions. In J. O'Toole, R-J. Adams, M. Anderson, B. Burton & R. Ewing (Eds.), Young Audiences, Theatre and the Cultural Conversation, (pp. 99-114). Dordrecht: Springer.
  • Anderson, M., Ewing, R., Fleming, J. (2014). The role of family in young people's theatre attendance. Youth Theatre Journal, 28(1), 61-73. [More Information]
  • Burton, B., Bundy, P., Ewing, R. (2014). Theatre literacy. In J. O'Toole, R-J. Adams, M. Anderson, B. Burton & R. Ewing (Eds.), Young Audiences, Theatre and the Cultural Conversation, (pp. 145-158). Dordrecht: Springer.
  • Ewing, R., Fleming, J., Burton, B., Stinson, M. (2014). Young Audiences from the Educators' Perspective. In J. O'Toole, R-J. Adams, M. Anderson, B. Burton & R. Ewing (Eds.), Young Audiences, Theatre and the Cultural Conversation, (pp. 83-97). Dordrecht: Springer.
  • O'Toole, J., Adams, R., Anderson, M., Burton, B., Ewing, R. (2014). Young Audiences, Theatre and the Cultural Conversation. Dordrecht: Springer.

2013

  • Ewing, R. (2013). Creative Arts in the Lives of Young Children: Play, imagination and learning. Melbourne: ACER Press.
  • Ewing, R. (2013). Curriculum and assessment: Storylines. South Melbourne, Australia: Oxford University Press.
  • Bundy, P., Ewing, R., Fleming, J. (2013). Drama and the Audience: Transformative Encounters in TheatreSpace. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 145-158). London: Bloomsbury Academic, imprint of Bloomsbury.
  • Ewing, R. (2013). Imaginative play in the lives of young children. In Robyn Ewing (Eds.), Creative Arts in the Lives of Young Children: Play, imagination and learning, (pp. 7-18). Melbourne: ACER Press.
  • Ewing, R., Blinkhorne, H., Warhurst, J., Watson, G. (2013). Playing with literature: A place of wonder. In Robyn Ewing (Eds.), Creative Arts in the Lives of Young Children: Play, imagination and learning, (pp. 65-80). Melbourne: ACER Press.
  • Ewing, R. (2013). The role of dramatic play in developing confident, creative learners. In Robyn Ewing (Eds.), Creative Arts in the Lives of Young Children: Play, imagination and learning, (pp. 19-33). Melbourne: ACER Press.

2012

  • Ewing, R. (2012). Competing issues in Australian primary curriculum: learning from international experiences. Education 3-13: International Journal of primary, elementary and early years education, 40(1), 97-111. [More Information]
  • Ewing, R., Hristofski, H., Gibson, R., Campbell, V. (2012). Crossing borders: Researching the school drama initiative. IDIERI 7 2012 - The 7th International Drama in Education Research Institute conference - Borders and translations: Towards new paradigms and languages in drama education, Limerick, Ireland, 10-15 July, 2012.
  • Bundy, P., Donelan, K., Ewing, R., Fleming, J., Stinson, M., Upton, M. (2012). Talking about liveness: responses of young people in the TheatreSpace project. NJ-Drama Australia Journal, 36, 15-26.
  • Ewing, R. (2012). The imperative of an arts-led curriculum: Lessons from research. NJ-Drama Australia Journal, 36, 7-14.
  • Kettle, M., Yuan, Y., Luke, A., Ewing, R., Shen, H. (2012). The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design. Frontiers of Education in China, 7(4), 534-552. [More Information]
  • Adams, R., Anderson, M., Bundy, P., Donelan, K., Ewing, R., Fleming, J., O'Toole, J., Sinclair, C., Stinson, M. (2012). The TheatreSpace Project: Accessing the Cultural Conversation: Final Report (2012). [More Information]

2011

  • Ewing, R. (2011). Action Research and Professional Learning: Some reflections on inquiries that advance professional knowledge and practice. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 71-77). New York: Springer.
  • Ewing, R., Gibson, R. (2011). Arts-informed approaches to teacher education research and pedagogy. Narrative,arts-based & post approaches to social research conference - NAPAR 2011, Phoenix, Arizona, 21-23 January, 2011.
  • Ewing, R. (2011). Investigating the Liminal in Professional Education through Arts-Informed Research. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 133-139). New York: Springer.
  • Groundwater-Smith, S., Ewing, R., Le Cornu, R. (2011). Teaching: Challenges and Dilemmas. Melbourne: Cengage Learning Australia.
  • Gibson, R., Ewing, R. (2011). Transforming the Curriculum through the Arts. Melbourne, Australia: Palgrave Macmillan.
  • Ewing, R., Hristofski, H., Gibson, R., Campbell, V., Robertson, A. (2011). Using Drama to Enhance Literacy: The School Drama Initiative. Literacy Learning: The Middle Years, 19(3), 33-39.

2010

  • Campbell, V., Ewing, R., Gibson, R. (2010). Evaluation report for school drama pilot 2009.
  • Hoban, G., Herrington, T., Kervin, L., Ewing, R., Anderson, J., Smith, D. (2010). Final Report of Evaluative Inquiry into the Sustainability of Professional Learning through School-Based Action Learning. In Campbell A & Groundwater-Smith, S (Eds.), Action Research in Education, (pp. 103-120). Los Angeles: Sage Publications.
  • Ewing, R. (2010). Literacy and the Arts. In Frances Christie and Alyson Simpson (Eds.), Literacy and Social Responsibility: Multiple Perspectives, (pp. 56-70). London: Equinox Publishing.
  • Ewing, R., Groundwater-Smith, S., Mockler, N., Loughland, A., Simpson, A., Smith, D., Way, J., Armstrong, A., Brooks, D. (2010). Meta Analysis of Quality Teaching Action Learning Project 2003-2009. [More Information]
  • Brooks, D., Ewing, R. (2010). Taking Professional Standards into Practice (2009). Report for NSWDET Australian Government Quality Teaching Program (AGQTP). [More Information]
  • Ewing, R. (2010). The Arts and Australian Education: Realising Potential. Melbourne: ACER Press.

2009

  • Aubusson, P., Ewing, R., Hoban, G. (2009). Action Learning in Schools: Reframing teachers' professional learning and development. Abingdon, UK: Routledge imprint of Taylor & Francis.
  • Ewing, R. (2009). Creating imaginative, practical possibilities in K-6 English classrooms. In Jacqueline Manuel, Paul Brock, Don Carter, Wayne Sawyer (Eds.), Imagination Innovation Creativity: Re-Visioning English in Education, (pp. 171-182). Australia: Phoenix Education.
  • Ewing, R. (2009). Curriculum and Assessment: A Narrative Approach. Melbourne, Australia: Oxford University Press.
  • Ewing, R., Le Cornu, R. (2009). From practice teaching to practicum to professional experiences. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 31-41). Melbourne, Australia: Oxford University Press.
  • Groundwater-Smith, S., Ewing, R. (2009). Seeing practice through practice: Learning through action research and action learning. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 237-246). Melbourne, Australia: Oxford University Press.
  • Simpson, A., Ewing, R. (2009). Taking action to build professional learning communities in primary schools. First ever National Primary Years Conference.
  • Brooks, D., Ewing, R. (2009). Taking Professional Standards into Practice (2008). Report for NSWDET Australian Government Quality Teaching Program (AGQTP).
  • Ewing, R., Lowrie, T., Higgs, J. (2009). Teaching & Communicating:Rethinking Professional Experiences. Melbourne, Australia: Oxford University Press.
  • Ewing, R., Lowrie, T. (2009). The current teacher education context. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 3-11). Melbourne, Australia: Oxford University Press.

2008

  • Plummer, F., Ewing, R., Smith, D., Hoban, G., Dinham, S., Aubusson, P., Brady, L. (2008). Action learning: potential and pitfalls for innovation and research. AARE 2007 Focus Conference, online: Australian Association for Research in Education (AARE).
  • Ewing, R., Hughes, J. (2008). Arts-Informed Inquiry in Teacher Education: contesting the myths. European Education Research Journal, 7(4), 512-522.
  • Ewing, R., Freeman, M., Barrie, S., Bell, A., O'Connor, D., Waugh, F., Sykes, C. (2008). Building community in academic settings: the importance of flexibility in a structured mentoring program. Mentoring and Tutoring: Partnership in Learning, 16(3), 294-310.
  • Ewing, R., Miller, C., Saxton, J. (2008). Drama and Contemporary Picture Books in the Middle Years. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 121-135). Melbourne: Oxford University Press.
  • Le Cornu, R., Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education/reconstructing the past to embrace the future. Teaching and Teacher Education, 24, 1799-1812. [More Information]
  • Ewing, R., Brooks, D. (2008). Taking Professional Standards into Practice (2007). Report for NSWDET Australian Government Quality Teaching Program (AGQTP).
  • Gibson, R., Ewing, R. (2008). Using performance to enhance English and literacy learning. Primary English Teaching Association Australia (PEETA) Papers, Paper 163 e:update 001, (pp. 1 - 8). Sydney, Australia: Primary English Teaching Association.

2007

  • Gibson, R., Ewing, R. (2007). Connecting change to teaching practice. European Educational Research Association Conference. European Educational Research Association.
  • Ewing, R., Gibson, R. (2007). Creative teaching or teaching creatively? Using creative arts strategies in preservice teacher education. Waikato Journal of Education, 13, 161-179.
  • Ewing, R. (2007). Critical factors for conducting and sustaining action learning as a professional learning tool in the school workplace. In P. Ponte, B. Smit & J. Van Swet (Eds.), Postgraduate Programmes as Platform. A Research-led Approach, (pp. 189-196). Rotterdam: Sense Publishers.
  • Ewing, R., Freeman, M., Ahmed, A., O'Connor, D., Waugh, F. (2007). DELETE/Duplicate with 1050696xPUB124 Mentoring in Higher Education: A Case Study. Australian Association for Research in Education 2006, Adelaide: Australian Association for Research in Education (AARE).
  • Ewing, R., Mabley, R. (2007). Taking Professional Standards into Practice (2006). Report for NSWDET Australian Government Quality Teaching Program (AGQTP).
  • Ewing, R. (2007), Television appearance: Difference of Opinion: Education, ABC.
  • Ewing, R., Freeman, M., Bell, A., Barrie, S., O'Connor, D., Shields, J., Spicer, P., Waugh, F. (2007). The challenge of mentoring in academic settings: A pilot study. AARE's 36th Annual International Education Research Conference - Adelaide 2006, Melbourne: Australian Association for Research in Education (AARE).

2006

  • Ewing, R. (2006). Beyond 'reading wars'. Australian Author, August, 14-16.
  • Ewing, R. (2006). Beyond the Reading Wars. Australian Author, 38(2), 14-17.
  • Ewing, R. (2006). Beyond the Reading Wars. Towards a balanced approach to helping children learn to read. Sydney: Primary English Teachers Association Australia (PETAA).
  • Gibson, R., Ewing, R. (2006). Creative teaching in, through and across the creative arts. Beyond the Generic, Beyond the Differences. 2nd Dialogues & Differences Symposium.
  • Gibson, R., Ewing, R. (2006). Creative teaching or teaching creatively? Using the creative arts to improve teaching and learning. 1st International Conference on the Arts in Society, Scotland: International Conference on the Arts in Society.
  • Ewing, R. (2006). Critical factors in sustaining school-based change. Sustainable Leadership in Education Conference, Sydney: Faculty of Education and Social Work, University of Sydney.
  • Ewing, R. (2006). Drama as critical, quality pedagogy. Drama Australia Conference 2006, Australia: Drama Australia.
  • Ewing, R., Manuel, J., Brunker, N. (2006). Early career teacher/Teacher mentor stories.
  • Gibson, R., Ewing, R. (2006). Empowering students through negotiated assessment. Best Practice Forum.
  • Ewing, R., Gibson, R. (2006). Enhancing 'storying' through drama and literary texts. Using the Creative Arts to improve teaching and learning. 1st International Conference on the Arts in Society, Scotland: International Conference on the Arts in Society.
  • Gibson, R., Ewing, R. (2006). Integrating the creative arts (with INTEGRITY). Policy and Practice in Education, 12(1), 29-43.
  • Ewing, R. (2006). Reading beyond the text: Using drama to enhance children's critical literacy development. Future Directions in Literacy Conference and Certificate of Primary Literacy Education 2006, Sydney: University of Sydney.
  • Ewing, R. (2006). Reading to allow spaces to play. In R Ewing (Eds.), Beyond the Reading Wars. Towards a balanced approach to helping children learn to read, (pp. 141-150). Sydney: Primary English Teachers Association Australia (PETAA).
  • Smith King, N., Ewing, R. (2006). Squeeze in or squeeze out? How teachers fit the non-Biblical parable to the NSWDET English K-6 Syllabus. AARE International Education Research Conference 2005, Australia: Australian Association for Research in Education (AARE).
  • Groundwater-Smith, S., Ewing, R., Le Cornu, R. (2006). Teaching: Challenges and Dilemmas. Melbourne: University Press.
  • Ewing, R., Hughes, J. (2006). The role and function of drama in arts informed and narrative inquiry. Drama Australia Conference 2006, Australia: Drama Australia.
  • Ewing, R., Lecornu, R. (2006). Transforming Knowledge in Teacher Preservice Education Professional Experiences. European Educational Research Association Conference. European Educational Research Association.
  • Ewing, R., Smith, D. (2006). Transforming teacher pedagogical knowledge and practice through action learning. European Educational Research Association Conference. European Educational Research Association.

2005

  • Ewing, R. (2005). Enhancing students' storying through drama. 3rd International Conference on the Imagination in Education 2005. Imaginative Education Research Group.
  • Ewing, R., Hoban, G., Herrington, T., Anderson, J., Smith, D., Kervin, L. (2005). Evaluative inquiry into the sustainability of professional learning through school-based action learning. Final report. [More Information]
  • Ewing, R., Smith, D. (2005). Quality learning and teaching: Implications in tertiary contexts. Higher Education Research and Development Society of Australasia Annual Conference - HERDSA 2005, Sydney: Institute for Teaching and Learning.
  • Ewing, R., Lecornu, R. (2005). Reconceptualising professional experiences. Developing richer learning communities in schools. 12th International Study Association on Teachers & Teaching 2005. International Study Association on Teachers and Teaching.
  • Ewing, R., Manuel, J. (2005). Retaining quality early career teachers in the profession: new teacher narratives. Change: Transformations in Education, 8(1), 1-16.
  • Ewing, R., Manuel, J. (2005). Retaining quality teachers in the profession. 12th International Study Association on Teachers & Teaching 2005. International Study Association on Teachers and Teaching.
  • Ewing, R., Hoban, G., Anderson, J., Plummer (Whalan), F. (2005). Sustaining school reform through action learning. 12th International Study Association on Teachers & Teaching 2005. International Study Association on Teachers and Teaching.
  • Ewing, R. (2005). Teachers as Research Practitioners: Implications for School Leaders. Online Leading Learning Conference 2005, online: NSW DET.
  • Gibson, R., Ewing, R. (2005). Transforming teaching & learning in tertiary contexts: A case study. 3rd International Conference on Imagination & Education.
  • Gibson, R., Ewing, R. (2005). Transforming Teaching and Learning in Tertiary Contexts. 3rd International Conference on the Imagination in Education 2005. Imaginative Education Research Group.

2004

  • Ewing, R., Simons, J. (2004). Beyond the Script Take 2: Drama in the Classroom. Newtown NSW: Primary English Teachers Association Australia (PETAA).
  • Ewing, R., Smith, D. (2004). Locating New Epiphanies. In Cole, A; Neilsen, L; Knowles, J; and Luciani, T (Eds.), Provoked by Art: Theorizing Arts-informed Research, (pp. 147-158). Halifax: Backalong Books.
  • Ewing, R., Smith, D. (2004). Retaining beginning teachers. European Education Research Conference.
  • Ewing, R., Smith, D., Anderson, M., Gibson, R., Manuel, J. (2004). Teachers as Learners. Australian Government Quality Teacher Program (AGQTP) Action Learning for School Teams. Project Evaluation Report. [More Information]
  • Ewing, R. (2004). Using Drama To Enhance Students' Storying In Primary Classrooms. In Michael Anderson & Christine Hatton (Eds.), The State of Our Art: NSW Perspectives in Educational Drama, (pp. 33-42). Australia: Currency Press.

2003

  • Ewing, R. (2003). Paper presented at the International Federation for the Teaching of English. International Federation for the Teaching of English. The International Federation for the Teaching of English.
  • Ewing, R., Smith, D., Horsley, M. (2003). Reflecting on an inquiry, case based approach to teacher education. Findings and implications. Change: Transformations in Education, 6(2), 46-56.
  • Ewing, R., Smith, D. (2003). Retaining quality beginning teachers in the profession. English Teaching: Practice and Critique, 2(1), 15-32.
  • Ewing, R., Groundwater-Smith, S., Le Cornu, R. (2003). Teaching: Challenges and Dilemmas. Sydney, NSW: Primary English Teachers Association Australia (PETAA).

2002

  • Ewing, R., Smith, D. (2002). Building Communities in Teacher Education: The M.Teach Experience. In Christiansen, Helen & Ramadevi, S. (Eds.), Re-Educating the Educator: Global Perspectives on Community Building, (pp. 151-168). Albany, United States: State University of New York Press.
  • Ewing, R., Smith, D. (2002). Building communities in teacher education: The M.Teach experience. In Christiansen, Helen & Ramadevi, S. (Eds.), Re-Educating the Educator: Global Perspectives on Community Building, (pp. 151-168). Albany, United States: State University of New York Press.
  • Smith, D., Ewing, R. (2002). Curriculum Studies: Storylines. Change: Transformations in Education, 5(1), 26-45.
  • Ewing, R. (2002). Framing a professional learning culture: An Australian case study. Curriculum Perspectives, 22(3), 23-32.
  • Ewing, R., Smith, D. (2002). Inquiry based learning in teacher education: Developments and implications. Unicorn: Australian College of Education Online, ORA14 (On-line Refereed Article), Online.
  • Gibson, R., Ewing, R. (2002). Integrating the creative arts: An overview. Advancing Teacher Education - Our Work, Our Research.
  • Ewing, R. (2002). Using drama to enhance critical literacy. Inspiring Innovation Conference.

2001

  • Ewing, R., Smith, D. (2001). A case based/inquiry approach to teaching and learning in higher education. The Vice-Chancellor''s Showcase of Scholarly Inquiry in Teaching and Learning 2001, : World Scientific Publishing.
  • Ewing, R., Smith, D. (2001). Becoming in professional practice: An exemplar. In J. Higgs and A. Titchen (Eds.), Professional Practice in Health, Education and the Creative Arts, (pp. 175-184). United States: Wiley-Blackwell Publishing.
  • Ewing, R., Smith, D. (2001). Doing, knowing, being and becoming: The nature of professional practice. In J. Higgs and A. Titchen (Eds.), Professional Practice in Health, Education and the Creative Arts, (pp. 16-28). United States: Wiley-Blackwell Publishing.
  • Ewing, R. (2001). Integrating arts and literacy in preservice education: an Australian case study. Journal of Professional Studies, 9, 51-58.
  • Ewing, R. (2001). Integrating Literacy and the Arts in Teacher Education [December]. Journal of Professional Practice.
  • Ewing, R. (2001). Integrating Literacy and the Arts in Teacher Education [March]. Journal of Professional Practice, March.
  • Ewing, R. (2001). Senior secondary English. Faculty of Education, University of Sydney English Conference, Sydney: University of Sydney.
  • Simons, J., Ewing, R. (2001). Using practical knowledge of the creative arts to foster learning. In Joy Higgs & Angie Titchen (Eds.), Practice Knowledge and Expertise in the Health Professions, (pp. 186-191). United States: Butterworth Heinemann.

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