- Nominated and awarded Teaching Merit Awards for meritorious contribution to the teaching program of the University of Tasmania, 2008, 2009, 2010, 2010 (team award)
- Nominated for Vice Chancellors award for programs that enhance learning (team nomination 2007)
- Nominated for Vice Chancellors citation for outstanding contribution to student learning 2008, 2009
- Nominated for University of Tasmania Award, 2011
Part of Robyn's role includes membership of the Professional Experience Task Group. This group oversees and advises on all Professional Experience (PE) programs in the Faculty of Education. Robyn is also the Professional Experience Leader (Distance) which means that she looks after students who are undertaking PE interstate and sometimes, overseas.
Since joining the Faculty of Education in 2006 Robyn has been teaching primarily in the areas of education foundation studies/educational theory and professional studies, with an interest in teaching across the Arts. She has previously taught, and in some cases continues to teach, across a range of subjects including Thinking and Writing at University, Children's Literature Studies, Schools in Society, Exploring the Arts and, drama, music and visual art for primary education.
In 2016 Robyn will unit coordinate and lecture for the first year foundational unit, ESH102 Foundations of Teaching.
- McCarthy, R., & Pittaway, S. (2006). EDGE Student Experience Catalyst Project Education: Evaluation Report.
- Moss, T., Pittaway, S., & McCarthy, R. (2006). The first year experience: Transition and integration into teacher education, AARE 2006 International Education Research Conference Proceedings, Adelaide, Australia.
- Dowden, T., Pittaway, S., Yost, H., & McCarthy, R. (2011). Students perceptions of written feedback in teacher education: Ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education, DOI:10.1080/02602938.2011.632676
- McCarthy, R. (2011). Creativity, resilience and pre-service teacher education: First stages - an exploration of historical creativity research. University of Tasmania, Faculty of Education Post-Graduate Research Conference Proceedings, Launceston, Australia.
- McCarthy, R., & Pittaway, S. (2014). An historical exploration of creativity research. In N. Fitzallen, R. Reaburn & S. Fan (Eds.), The future of educational research: Perspectives from beginning researchers (pp. 111-120). Rotterdam: Sense.
- McDonald, A.J., Cruickshank, V., McCarthy, R.J., & Reilly, F. (2014). Defining professional self: Teacher educator perspectives of the Pre-ECR journey. Australian Journal of Teacher Education, 38(3), 349-362.
Fields of Research
- Education (139999)
- Higher Education (130103)
- Creative Arts, Media and Communication Curriculum and Pedagogy (130201)
- Specialist Studies in Education (130399)
- Teacher Education and Professional Development of Educators (130313)
- Education Systems (130199)
- Continuing and Community Education (130101)
- Education and Training Systems (930599)
- Learner and Learning Achievement (930101)
- Management and Leadership of Schools/Institutions (930401)
- Equity and Access to Education (939903)
- Teacher and Instructor Development (930202)
- Teaching and Instruction (930299)
- Pedagogy (930201)
- Education and Training (939999)
- Learner Development (930103)
Journal Article(2 outputs)
|2014||MacDonald AJ, Cruickshank V, McCarthy RJ, Reilly F, 'Defining professional self: Teacher educator perspectives of the Pre-ECR journey', Australian Journal of Teacher Education, 39, (3) Article 1. ISSN 0313-5373 (2014) [Refereed Article]|
Citations: Scopus - 1
Co-authors: MacDonald AJ; Cruickshank V
|2011||Dowden T, Pittaway S, Yost H, McCarthy R, 'Students' perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress', Assessment and Evaluation in Higher Education: An International Journal, 38, (3) pp. 349-362. ISSN 0260-2938 (2011) [Refereed Article]|
Citations: Scopus - 36Web of Science - 33
Co-authors: Dowden T; Pittaway S; Yost H
Chapter in Book(2 outputs)
|2016||McCarthy R, Pittaway S, Swabey K, 'A Framework of Conditions Supporting Early Career Teacher Resilience and Creativity', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 249-260. ISBN 9789463005227 (2016) [Research Book Chapter]|
Co-authors: Pittaway S; Swabey K
|2014||McCarthy RJ, Pittaway SM, 'An historical exploration of creativity research', The Future of Educational Research, Sense Publishers, N. Fitzallen, R. Reaburn & S. Fan (ed), Netherlands, pp. 111-120. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter]|
Co-authors: Pittaway SM
Conference Publication(1 outputs)
|2007||Moss T, Pittaway SM, McCarthy RJ, 'The first year experience: Transition and integration into teacher education', AARE 2006 Conference Proceedings, 27 - 30 November 2006, Adelaide, Australia EJ ISSN 1324-9320 (2007) [Refereed Conference Paper]|
Co-authors: Moss T; Pittaway SM
Contract Report, Consultant's Report(2 outputs)
|2017||Corbett M, Fraser S, Beswick K, Smith H, Wells J, et al., 'Dream Big evaluation: Final Report', University of Tasmania, Australia (2017) [Consultants Report]|
Co-authors: Corbett M; Fraser S; Beswick K; Smith H; Wells J; Reaburn R; Roberts J; McLeod C; Sutton G; Smith C
|2017||Corbett Michael John, Fraser SP, Beswick K, Smith H, Wells Jill, et al., 'Report of the program evaluation of Dream Big'', Burnie City Council, Launceston, Tasmania, Final (2017) [Contract Report]|
Co-authors: Corbett Michael John; Fraser SP; Beswick K; Smith H; Wells Jill; Reaburn RL; Roberts JV; McLeod CJ; Sutton GN; Smith CJ; Page LA
Other Public Output(1 outputs)
|2006||McCarthy RJ, Pittaway SM, 'EDGE student experience catalyst project - Education: Evaluation report', University of Tasmania, Tasmania, 1, 1 (2006) [Report of Restricted Access]|
Co-authors: Pittaway SM
Grants & Funding
Number of grants
- Social isolation amongst young people in regional areas is a problem for the Tasmanian community. Whilst our world has become more connected through technology, issues of social isolation persist, with rural and regional young peoples wellbeing and resilience becoming a serious concern for researchers (Houghton, Hattie, Carroll, Wood, & Baffour, 2016; Noble-Carr, Barker, McArthur & Woodman, 2014). Participation in youth orchestras offers unique opportunities for young people to develop social networks and employability skills such as creativity, collaboration, communication and critical thinking (Jefferson & Anderson, 2017). Anecdotal evidence suggests youth orchestras support the development of young peoples resiliency and self-esteem, however little research has been conducted to identify these impacts and the enablers and barriers to young peoples participation. The research team comprised of Faculty of Education, School of Social Sciences and School of Creative Arts researchers with principal partner the TYO, along with ASME (Tas), TMTA and AMEB will address these questions: 1. How does a Youth Orchestra enable young people to develop their social agency, resilience and wellbeing?2. What role do community stakeholders, such as family members, teachers and peers play in the development of an accessible and socially inclusive Youth Orchestra? 3. What are the enablers and barriers to young people participating in a Tasmanian Youth Orchestra?This project will foster collaboration between researchers and industry partners and build research capacity via mentoring.
- University of Tasmania ($11,910)
- Grant - CALE Hothouse Alignment Scheme
- Administered By
- University of Tasmania
- Research Team
- Baker WJ; Hunter M; McLeod K; Forbes AM; Monkhouse H; McCarthy RJ; Howard CA