Books

• Ewing, R., Kervin, L. (2024). Teaching: Dilemmas, challenges and opportunities (7th edition). Melbourne: Cengage.
• Ewing, R., O'Brien, S., Rushton, K., Stewart, L., Burke, R., Brosseuk, D. (2022). English and literacies: Learning how to make meaning in primary classrooms. Port Melbourne: Cambridge University Press.
• Ewing, R., Kervin, L., Glass, C., Gobby, B., Le Cornu, R., Groundwater-Smith, S. (2020). Teaching: Dilemmas, challenges & opportunities (6th edition). Melbourne: Cengage Learning Australia.
• Gibson, R., Ewing, R. (2020). Transforming the curriculum through the Arts. Cham: Springer. [More Information]
• Ewing, R. (2019). Drama-rich pedagogy and becoming deeply literate (Drama Australia Monograph No. Twelve). Indooroopilly: Drama Australia.
• Latham, G., Ewing, R. (2018). Generative conversations for creative learning: Reimagining literacy education and understanding. Cham: Palgrave Macmillan. [More Information]
• Ewing, R., Simons, J., Hertzberg, M., Campbell, V. (2016). Beyond the script take 3: Drama in the English and literacy classroom. Sydney: Primary English Teachers Association Australia (PETAA).
• Ewing, R., Callow, J., Rushton, K. (2016). Language and literacy development in early childhood. Port Melbourne: Cambridge University Press. [More Information]
• Ewing, R., Saunders, J. (2016). The School Drama Book: Drama, Literature and Literacy in the Creative Classroom. Sydney: Currency Press.
• Groundwater-Smith, S., Ewing, R., Le Cornu, R. (2015). Teaching: Challenges and dilemmas (5th ed.). South Melbourne: Cengage Learning.
• 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. [More Information]
• 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. [More Information]
• 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

• Ewing, R., Waugh, F., Smith, D. (2022). Reflective practice in education and social work: Interdisciplinary explorations. London: Routledge.
• Ewing, R., Cole, A. (2014). Performing scholartistry. Nova Scotia: Backalong Books.
• O'Toole, J., Adams, R., Anderson, M., Burton, B., Ewing, R. (2014). Young audiences, theatre and the cultural conversation. Dordrecht: Springer. [More Information]
• 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

• Ewing, R., Saunders, J. (2024). Teaching English to nurture social imagination in the early years of schooling: Emancipation versus constraints. In A. Goodwyn, C. Durrant, M. George, J Manuel, W. Sawyer & M. Shoffner (Eds.), English language arts as an emancipatory subject: International perspectives on justice and equity in the English classroom, (pp. 75-90). Abingdon, Oxon: Routledge. [More Information]
• Erskine, J., Ewing, R. (2023). Bell Shakespeare: Exploring the power of Shakespeare in primary school contexts. In Liam Semler, Claire Hansen, Jacqueline Manuel (Eds.), Reimagining Shakespeare Education: Teaching and Learning through Collaboration. Cambridge: Cambridge University Press.
• Saunders,, J., Ewing, R. (2022). 'It lifts up your imagination': Drama-rich pedagogy, literature and literacy: The School Drama program. In Not known (Eds.), The Routledge companion to drama in education, (pp. 433-449). TBC.
• Ewing, R., Rushton, K. (2022). Assessment and reporting. English and literacies: Learning how to make meaning in primary classrooms, (pp. 48-69). Port Melbourne: Cambridge University Press.
• Smith, D., Ewing, R., Waugh, F. (2022). Conclusions and recommendations. In R. Ewing, F. Waugh & D. L. Smith (Eds.), Reflective practice in education and social work: Interdisciplinary explorations, (pp. 197-203). London: Routledge. [More Information]
• Ewing, R., Rushton, K. (2022). Creating texts. English and literacies: Learning how to make meaning in primary classrooms, (pp. 205-226). Port Melbourne: Cambridge University Press.
• Kervin, L., Ewing, R., Smith, D., Waugh, F., Mantei, J. (2022). Identifying resonances for a reflective practice pedagogy for the Education and Social Work professions. In R. Ewing, F. Waugh & D. L. Smith (Eds.), Reflective practice in education and social work: Interdisciplinary explorations, (pp. 26-40). London: Routledge. [More Information]
• Ewing, R., Waugh, F., Smith, D. (2022). Introduction: What is reflection and reflective professional practice? In R. Ewing, F. Waugh & D. L. Smith (Eds.), Reflective practice in education and social work: Interdisciplinary explorations, (pp. 1-12). London: Routledge. [More Information]
• Ewing, R. (2022). Reading and viewing. English and literacies: Learning how to make meaning in primary classrooms, (pp. 124-153). Port Melbourne: Cambridge University Press.
• Ewing, R., Waugh, F., Fleming, J., Smith, D., Kervin, L., Mantei, J., O'Mara, J., Chambers, B., Bowles, W. (2022). Theoretical underpinnings for reflective practice in the university and workplace. In R. Ewing, F. Waugh & D. L. Smith (Eds.), Reflective practice in education and social work: Interdisciplinary explorations, (pp. 13-25). London: Routledge. [More Information]
• Ewing, R. (2022). Understanding and responding to texts. English and literacies: Learning how to make meaning in primary classrooms, (pp. 179-204). Port Melbourne: Cambridge University Press.
• Ewing, R., Kervin, L., Mantei, J., O'Mara, J., Smith, D., Fleming, J. (2022). What does it mean to be a reflective practitioner in education? In R. Ewing, F. Waugh & D. L. Smith (Eds.), Reflective practice in education and social work: Interdisciplinary explorations, (pp. 41-58). London: Routledge. [More Information]
• Ewing, R., Erskine, J., Thomas, A. (2021). Literature as performance. Teaching and learning primary English. Australia: Oxford University Press.
• Ewing, R. (2020). Learning to read in the early years: A story of never-ending controversies and contradictions. In B. Marshall, J. Manuel, D. L. Pasternak & J. Rowsell (Eds.), The Bloomsbury Handbook of Reading Perspectives and Practices, (pp. 3-21). London: Bloomsbury Academic. [More Information]
• Ewing, R., Saunders, J. (2019). The School Drama Partnership: Beyond an Artist-in-Residence Program. In Michael Finneran, Michael Anderson (Eds.), Education and Theatres: Beyond the Four Walls, (pp. 149-163). Cham: Springer. [More Information]
• Ewing, R. (2018). The Australian curriculum: The Arts - A critical opportunity. In A. Reid and D. Price (Eds.), The Australian Curriculum: Promises, problems and possibilities, (pp. 93-102). Deakin West, ACT: Australian Curriculum Studies Association.
• Ewing, R., Saunders, J. (2018). Towards 'grown-up ness in the world' through the arts as critical, quality pedagogy. In C. Naughton, G. Biesta, D. Cole (Eds.), Art, artists and pedagogy: Philosophy and the arts in education, (pp. 96-106). Oxon: Routledge. [More Information]
• Barton, G., Ewing, R. (2017). Encouraging a Dynamic Relationship Between the Arts and Literacy. In G. Barton, M. Baguley (Eds.), The Palgrave Handbook of Global Arts Education, (pp. 221-243). London: Palgrave Macmillan. [More Information]
• Ewing, R. (2017). The Creative Arts and Teacher Education. In D. J. Clandinin, J. Husu (Eds.), The SAGE Handbook of Research on Teacher Education, (pp. 696-712). London: Sage Publications.
• Bobis, J., Ewing, R. (2017). Transforming educational practice through action research: Three Australian examples. In L. L. Rowell, C. D. Bruce, J. M. Shosh, M. M. Riel (Eds.), The Palgrave International Handbook of Action Research, (pp. 345-361). New York: Palgrave Macmillan. [More Information]
• Campbell, V., Ewing, R. (2016). Storying. Beyond the script take 3: Drama in the English and literacy classroom, (pp. 78-90). Sydney: Primary English Teachers Association Australia (PETAA).
• Ewing, R. (2015). Dramatic play and process drama: Towards a collective zone of proximal development to enhance language and literacy. In S. Davis, H. G. Clemson, B. Ferholt, S-M. Jansson, A. Marjanovic-Shane (Eds.), Dramatic Interactions in Education: Vygotskian and Sociocultural Approaches to Drama, Education and Research, (pp. 135-152). New York: Bloomsbury Academic. [More Information]
• Ewing, R., Manuel, J., Mortimer, A. (2015). Imaginative children's literature, educational drama and creative writing. In Jan Turbill, Georgina Barton, Cynthia Brock (Eds.), Teaching Writing in Today's Classrooms: Looking Back to Look Forward, (pp. 107-122). Norwood, South Australia: Australian Literacy Educators' Association.
• Ewing, R., Gibson, R., Campbell, V., Saunders, J., Hristofski, H. (2015). School drama: Towards state of the art in drama professional learning? In Michael Anderson, Colleen Roche (Eds.), The state of the art: Teaching drama in the 21st century, (pp. 25-48). Sydney: Sydney University Press.
• Fleming, J., Ewing, R., Hughes, J. (2014). The industry partners' perceptions. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 99-114). Dordrecht: Springer. [More Information]
• Burton, B., Bundy, P., Ewing, R. (2014). Theatre literacy. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 145-158). Dordrecht: Springer. [More Information]
• Ewing, R., Fleming, J., Burton, B., Stinson, M. (2014). Young Audiences from the Educators' Perspective. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 83-97). Dordrecht: Springer. [More Information]
• 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. [More Information]
• 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. [More Information]
• 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. [More Information]
• 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 Anne Campbell, Susan Groundwater-Smith (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. (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

• Birrell, L., Barrett, E., Oliver, E., Nguyen, H., Ewing, R., Anderson, M., Teesson, M. (2023). The impact of arts-inclusive programs on young children's mental health and wellbeing: A rapid review. Arts & Health: an international journal for research, policy and practice, Online first. [More Information]
• Kerby, M., Lorenza, L., Dyson, J., Ewing, R., Baguley, M. (2021). Challenges, implications and the future of the Australian Curriculum: The Arts. Australian Educational Researcher, 48(5), 901-922. [More Information]
• Ewing, R. (2021). The arts and the curriculum: an introduction. Curriculum Perspectives, 41(1), 83-84. [More Information]
• Ewing, R. (2020). The Australian Curriculum: The Arts. A critical opportunity. Curriculum Perspectives, 40(1), 75-81. [More Information]
• Ewing, R. (2019). Embedding Arts-rich English and literacy pedagogies in the classroom. Literacy Learning: The Middle Years, 27(1), 7-17. [More Information]
• Tao, X., Ewing, R. (2019). Images of the child in preschool music education: Case studies in Australia and China. International Journal of Music in Early Childhood, 14(2), 147-165. [More Information]
• Latham, G., Ewing, R. (2018). Children's images of imagination: The language of drawings. Australian Journal of Language and Literacy, 41(2), 71-81. [More Information]
• MacDonald, A., Hunter, M., Ewing, R., Polley, J. (2018). Dancing around drawn edges: Reimagining deficit storylines as sites for relational arts teacher professional learning collaboration. Australian Art Education, 39(3), 455-467. [More Information]
• Yuan, Y., Shen, H., Ewing, R. (2017). How does Australian-based digital English resource stack up? Chinese university EFL teachers' perceptions. TESL-EJ, 21(1), 1-19. [More Information]
• Ewing, R. (2016). Anticipating future storylines: Considering possible directions in Australian literacy education. Australian Journal of Language and Literacy, 39(1), 96-102. [More Information]
• Shen, H., Yuan, Y., Ewing, R. (2015). English learning websites and digital resources from the perspective of Chinese university EFL practitioners. ReCall, 27(2), 156-176. [More Information]
• Sallis, R., Anderson, M., Ewing, R. (2015). Young people's theatre attendance: Perspectives from theatre company workers in the TheatreSpace project. Journal of Artistic and Creative Education, 9(1), 41-67.
• Ewing, R., Miller, C., Locke, T. (2014). Editorial: An Arts-led English and literacy curriculum. English Teaching: Practice and Critique, 13(2), 1-4.
• 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. [More Information]
• Ewing, R. (2012). The imperative of an arts-led curriculum: Lessons from research. NJ-Drama Australia Journal, 36, 7-14. [More Information]
• 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. [More Information]
• 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. [More Information]
• Ewing, R. (2006). Beyond 'reading wars'. Australian Author, August, 14-16.
• Ewing, R. (2006). Beyond the Reading Wars. Australian Author.
• 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 Issues in Engineering Education and Practice.
• Ewing, R. (2001). Integrating Literacy and the Arts in Teacher Education [March]. Journal of Professional Issues in Engineering Education and Practice, March.

Edited Journals

• Rushton, K., Ewing, R. (2023). The role of the arts in early language and literacy development (a special issue of Education Sciences). Education Sciences. [More Information]

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.

Textual Creative Works

• Ewing, R. (2015). Two little girls in blue. R. Gibson (Ed.), The memory of clothes, (pp. 69 - 72). Rotterdam, Netherlands: Sense Publishers.

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).
• 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).
• Gibson, R., Ewing, R. (2008). Using performance to enhance English and literacy learning. Sydney: Primary English Teaching Association.
• 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]

Reference Works

• Ewing, R. (2023). Teacher education and the arts: challenges, tensions, opportunities. In Tierney RJ et al (Eds.), International Encyclopedia of Education. (pp. 304-314). Elsevier Science.

Other

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

Research Reports

• Ewing, R. (2018). Exploding SOME of the myths about learning to read: A review of research on the role of phonics, (pp. 1 - 46). Sydney, Australia: NSW Teachers Federation. [More Information]
• Hayes, D., Ewing, R., Armstrong, A., Anderson, J., Wheeler, M., Smith, D., Duncan, D. (2009). Leading Quality Professional Learning: Final report and evaluation overview, (pp. 4 - 75). Sydney, Australia: The University of Sydney.