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Staff Profile

Dr. Robert Cantwell

Lecturer in Education

Faculty/Division: Education and Arts
School:                 Education
Phone:                  +61 2 4921 6735
Fax:                      +61 2 4921 7916
Email:                  Robert.Cantwell@newcastle.edu.au
Location:             HA115 Hunter Building
Campus:               Callaghan

Qualifications:

PhD (Newcastle)
MEd (Newcastle)
BEdStud (Newcastle)
DipEd (Monash)
BA (Monash)

Academic Appointments:

The University of Newcastle
- Lecturer, Faculty of Education (1990 - current)
- Member for Centre for the Study of Research Training and Impact (2000)
Hunter Institute of Higher Education
- Lecturer (1989)

Consultancies & Community Service:

Staff Development Workshops (University of Newcastle).
1999 Introduction to Research Learning & Development Unit.
Introduction to learning theory for academics. Learning& Development Unit.
1998 Learning processes of mature aged students. CALT, University of Newcastle.
A Primer in Learning Theory for Teaching Enabling Programme Students. Enabling Programmes Unit, University of Newcastle.
Orientation to University Teaching. CALT, University of Newcastle
Using Student Group Work in your Classes. CALT, University of Newcastle 1997 Orientation to University Teaching. CALT, University of Newcastle.
1998 -Study skills for Open Foundation Students. University of Newcastle.
Facilitating group work. Workshop for San Clemente High School
1997 (with J. Scevak). Strategies for Success: A Study Skills Programme for HSC Students. Department of Professional Studies, University of Newcastle.
1994 (with L. Chan) LOTE Preferences at The Central Coast Grammar School. The Central Coast Grammar School.

Refereed Journal Articles

Cantwell, R. & Grayson, R. (2002, in press) Individual differences among enabling students: A comparison across three enabling programmes. Journal of Further and Higher Education. 26, 3/4, pp
Cantwell, R., Archer, J. & Bourke, S. (2001). A comparison of the academic experiences and achievement of university students entering by traditional and non-traditional means. Assessment and Evaluation in Higher Education. In press.
Cantwell, R. & Andrews, B. (2001). Cognitive and psychological factors underlying secondary school students feelings towards group work. Educational Psychology. In press.
Cantwell, R. (2001). Learning Theory for Academics: An Introductory model. Teaching Guides, Learning and Development Unit, University of Newcastle. Available online at: http://www.newcastle.edu.au/oldsite/services/iesd/publications/eunexus/articles/teaching_guides/learning_theory/learningtheory_1.htm
Sullivan, Y. & Cantwell, R. (1999). The planning behaviours of musicians engaging traditional and non-traditional scores. Psychology of Music. 27, 245-266.
Archer, J., Cantwell, R. & Bourke, S. (1999) University study via an enabling program: Achievement, motivation, and self regulation. Higher Education Research and Development. 18, 31-54.
Cantwell, R. & Moore, P. (1998). Relationships among control beliefs, approaches to learning, and academic performance of final year nurses. Alberta Journal of Educational Research. 48, 95-99.
Cantwell, R. (1998) The development of beliefs about learning from mid- to late-adolescence. Educational Psychology. 18, 27-39.
Cantwell, R. (1997). Cognitive dispositions and nurses' appraisals of their learning environment and nurses' perceptions of their learning environment. Issues in Educational Research.7, 19-36.
Cantwell, R. & Moore, P. (1996). The development of measures of individual differences in self-regulatory control and their relationship to academic performance. Contemporary Educational Psychology. 21, 500-517.
Cantwell, R. (1996). Enhancing the quality of student writing: An approach to instruction. The Teaching Review 1, 16-21.
Plus 6 prior to 1995

Internet Publications

Cantwell, R. (2001). Learning Theory for Academics: An Introductory model. Teaching Guides, Learning and Development Unit, University of Newcastle
http://www.newcastle.edu.au/oldsite/services/iesd/publications/eunexus/articles/teaching_guides/learning_theory/learningtheory_1.htm

Professional Activities:

Conference Presentations

Scevak, J. & Cantwell, R. (2001). Transition from the world of manufacturing to university: Perceptions of mature aged students from manufacturing industry. Paper accepted for presentation at the AARE Conference, Perth, November.
Shah, N. & Cantwell, R. (2001). The effectiveness of the general practice OSCA in assessing 4th year medical students. Paper accepted for presentation at the The RACGP Training Program NME Meeting 16-18 May 2001, University House, Australian National University, Canberra.
Cantwell R. (2001). Individual differences in university students' conceptions of learning history. Paper accepted for presentation at the 9th Conference of the European Association for Research on Learning and Instruction, Freiburg, Switzerland, August.
Cantwell, R. (2001). An interactive model of student learning: A framework for analysis. To be presented as part of a symposium entitled A model of student learning applied to university learning (Convenor R. Cantwell) at the Annual HERDSA Conference, Newcastle, July.
Jeanneret, N. & Cantwell, R. (2001). Composition and preservice secondary specialists: A journey of discovery through metacognition. Paper accepted for presentation at the ASME Conference, Adelaide, July.
Irvine, I., Cantwell, R. & Jeanneret, N. (2001). The construction of meaning in musical composition. Paper accepted for presentation at the ASME Conference, Adelaide, July.
Cantwell, R. & Jeanneret, N. (2000). Theorising the assessment of musical learning. Paper presented at the AARE Conference, Sydney, December.
Cantwell, R. & Jeanneret, N. (2000) Reconceptualising the focus of assessment in music: an alternative framework. Paper presented at the 1st Biannual Conference of the EARLI Assessment SIG. Maastricht, September.
Cantwell, R. (2000). A four component model of student learning. Invited presentation to the Institute of Psychology, Jagiellonian University, Krakow, Poland, September.
Cantwell, R., Jeanneret, N., Sullivan, Y. & Irvine, I. (2000). A metacognitive account of musical knowledge and musical processing. Invited paper presented at the 6th International Conference. Music Perception and Cognition, August 5 - 10, 2000. Keele University, United Kingdom.
Cantwell, R. & Sendlak, I. (2000) Individual Differences in University Students' Evaluations of Teaching. Paper presented at the Seventh International Literacy and Education Research Network Conference on Learning, RMIT, Melbourne, July.
Cantwell, R. & Andrews, B. (1999). Secondary students' reactions to group work across three age groups. Paper presented at the IXth European Conference on Developmental Psychology. Spetses, Greece, September.
Irvine, I., Cantwell, R. & Jeanneret, N. (1999). Individual differences in processing behaviours of three tertiary students engaged in music composition. Paper presented at the Joint AARE/NZARE Conference, Melbourne, November.
Cantwell. R. & Grayson, R. (1999). Individual differences among enabling students: A comparison across three enabling programmes. Paper presented at the Joint AARE/NZARE Conference, Melbourne, November.
Cantwell, R., Archer, J. & Bourke, S. (1999). A comparison of traditional and non-traditional entry students' academic experiences in their degrees. Paper presented at the 8th Conference of the European Association for Research on Learning and Instruction, Gothenburg, Sweden, August.
Irvine, I. & Cantwell, R. (1999). Musical composition: Toward a theoretical model. Paper presented at the ASME Conference, Sydney, July.
Gordon, M., Cantwell, R. & Moore, P. (1998). Developing understanding; international student explanations of how they learn. Paper presented at the AARE Conference, Adelaide, December.
Cantwell, R. & Andrews, B. (1998). Individual differences and secondary school students' feelings towards group work. Paper presented at the AARE Conference, Adelaide, December.
Bourke, S., Cantwell, R.& Archer, J (1998). Evaluation of an equity program for university entrance. Paper presented at the Annual HERDSA Conference, Auckland, July.
Cantwell, R. & Mulhearn, W. (1997). The adjustment behaviours of mature-aged women returning to formal study. Paper presented at the AARE Conference, Brisbane, November.
Millard-Sullivan, Y. & Cantwell, R. (1997). The planning behaviours of musicians engaging traditional and non-traditional scores. Paper presented at the AARE Conference, Brisbane, November.
Cantwell, R., Bourke, S. & Archer, J. (1997). The effectiveness of enabling programmes for university entrance. Paper presented at the AARE Conference, Brisbane, November.
Gordon, M., Cantwell, R. & Moore, P. (1997). Changes in approaches to learning of international students in their first year at an Australian university. Paper presented at the AARE Conference, Brisbane, November.
Archer, J., Cantwell, R. & Bourke, S. (1997). Academic performance of students from enabling programs: Some relationships. Paper presented at the 7th European Conference on Research on Learning and Instruction, Athens, August.
Cantwell, R. (1996). A metacognitive approach to instruction in academic writing. Paper presented at the at the Joint ERA/AARE Conference, Singapore.
Cantwell, R. (1996). Approach to learning, control beliefs, and nurses' perceptions of their learning environment. Paper presented at the Joint ERA/AARE Conference, Singapore.
Archer, J., Bourke, S. & Cantwell, R. (1996). Foundation students' beliefs about learning and their relationships to ability, academic performance and course satisfaction. Paper presented at the Joint ERA/AARE Conference, Singapore.
Cantwell, R. (1995). The development of beliefs about learning from mid to late adolescence. Paper presented at the VIIth European Conference on Developmental Psychology. Jagiellonian University, Krakow, Poland, August.
Cantwell, R. & Moore, P. (1995). Dispositional differences in self-regulation: Their measurement and validation. Paper presented at the 6th European Conference on Research on Learning and Instruction. Nijmegen, The Netherlands, August.
Cantwell, R. & Beamish, P. (1994). Executive strategy control in secondary and tertiary populations: Contrasting understandings of self-regulation. Paper presented at the AARE Conference, University of Newcastle, November.
Plus 12 prior to 1994.

Theses Examinations

PhD for Queensland University of Technology
MEd for Flinders University

Research:

Training and Supervision

Current PhD supervision:
I. Irvine (with N Jeanneret), Composition processes of musicians
A. Ulmer, Curriculum evaluation in aviation
P. McMullen (with S Bourke), Evaluation of a post graduate nursing course
N. Wongsri (with J. Archer), Motivational factors in higher education
G. Hazell (with W. Warren), Epistemological factors in higher degree study
McPherson, J. (with N. Jeanneret). Assessment of music

Completed PhD supervision

M. Gordon (with S. Bourke), Cultural adjustment of Foundation Certificate Students
S. Cockle (with P. Pfister), Executive control processes and pilot training (PhD)

Prizes, Honours and Awards

Doctoral studies:
- Awarded Prize for Research in Educational Psychology Institute for Educational Research (Newcastle Branch)
- Awarded Prize for Research in Education (Faculty of Education, University of Newcastle)
- Nominated for the Annual PhD Award (Australian Association for Research in Education, 1995).
Masters studies:
- Awarded Prize for Research in Educational Psychology (Faculty of Education, University of Newcastle)

Scholarly Activities:

Governance

1989-1999 Membership of various Faculty committees

Membership of Networks and Professional Associations

Australian Association for Research in Education.
Higher Education Research and Development Society of Australia.
Newcastle Institute for Educational Research
Executive Committee 1995-
Vice-President, 1997
President, 1998, 1999
Convenor, IER Mini Conference, 1996, 1997, 1998, 1999.
European Association for Research on Learning and Instruction