Emeritus Professor Peter Renshaw
Emeritus Professor

Peter Renshaw

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Background

The School of Education is one of the most productive and high profile schools of education in Australia.

Professor Peter Renshaw's research has focussed on learning and teaching processes both at school and tertiary level. With a team of colleagues in the School of Education at UQ, he is currently investigating the quality of teaching and assessment practices in schools across Queensland. In two current ARC projects, with his co-researchers (Dr Ray Brown and Dr Elizabeth Hirst) he is investigating how teachers group and label students, and the effects of these practices on learning outcomes. These projects are framed by a sociocultural theory of education that foregrounds the social and cultural construction of knowledge and identity, and the responsibility of educators to create challenging, inclusive and supportive learning contexts for diverse groups of students. Professor Renshaw was President and Secretary of Australian Association for Research in Education and a member of the Executive for over a decade (1991-2002). He currently is on the International Advisory Board of CICERO Learning, an interdisciplinary research centre at the University of Helsinki, Finland. He has active collaborations with European researchers in the Netherlands and Sweden, studying how teachers deal with student diversity and how they provide inclusive contexts for learning in multicultural classrooms.

Availability

Emeritus Professor Peter Renshaw is:
Not available for supervision

Fields of research

Curriculum and pedagogy Education

Qualifications

  • Bachelor (Honours) of Arts, University of Sydney
  • Postgraduate Diploma, University of Sydney
  • Masters (Coursework) of Education, University of Illinois
  • Doctor of Philosophy, University of Illinois

Search Professor Peter Renshaw’s works on UQ eSpace

119 works between 1992 and 2024
All (119) Journal Article (58) Book Chapter (33) Conference Publication (24) Book (2) Other Outputs (2)

21 - 40 of 119 works

2018

Book

Diverse pedagogies of place : educating students in and for local and global environments

Peter Renshaw and Ron Tooth eds. (2018). Diverse pedagogies of place : educating students in and for local and global environments. Routledge Research in Education, London, United Kingdom: Routledge.

Diverse pedagogies of place : educating students in and for local and global environments

2018

Book Chapter

Diverse place-responsive pedagogies: historical, professional and theoretical threads

Renshaw, Peter and Tooth, Ron (2018). Diverse place-responsive pedagogies: historical, professional and theoretical threads. Diverse pedagogies of place: educating students in and for local and global environments. (pp. 1-21) edited by Peter Renshaw and Ron Tooth. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315695389-1

Diverse place-responsive pedagogies: historical, professional and theoretical threads

2018

Book Chapter

Pedagogy as advocacy in and for place

Tooth, Ron and Renshaw, Peter (2018). Pedagogy as advocacy in and for place. Diverse pedagogies of place: educating students in and for local and global environments. (pp. 22-44) edited by Peter Renshaw and Ron Tooth. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315695389-2

Pedagogy as advocacy in and for place

2018

Book Chapter

‘Dumping grounds’ and ‘rubbish tips’: challenging metaphors for alternative education provision

Mills, Martin, Waters, Richard, Renshaw, Peter and Zipin, Lew (2018). ‘Dumping grounds’ and ‘rubbish tips’: challenging metaphors for alternative education provision. Resisting educational inequality: reframing policy and practice in schools serving vulnerable communities. (pp. 183-200) edited by Susanne Gannon, Robert Hattam and Wayne Sawyer. Abingdon, United Kingdom: Routledge. doi: 10.4324/9781315109268-17

‘Dumping grounds’ and ‘rubbish tips’: challenging metaphors for alternative education provision

2017

Journal Article

Positionality in researching the dialogic self: A commentary on the possibilities for dialogic theory and pedagogy

Renshaw, Peter D. (2017). Positionality in researching the dialogic self: A commentary on the possibilities for dialogic theory and pedagogy. Learning, Culture and Social Interaction, 20, 90-94. doi: 10.1016/j.lcsi.2017.10.008

Positionality in researching the dialogic self: A commentary on the possibilities for dialogic theory and pedagogy

2017

Journal Article

Beyond the middle finger: affective labour, an ethic of care and the reform of teacher education

Renshaw, Peter (2017). Beyond the middle finger: affective labour, an ethic of care and the reform of teacher education. Teaching Education, 28 (1), 88-93. doi: 10.1080/10476210.2016.1264383

Beyond the middle finger: affective labour, an ethic of care and the reform of teacher education

2017

Book

The politics of differentiation in schools

Mills, Martin, Keddie, Amanda, Renshaw, Peter and Monk, Sue (2017). The politics of differentiation in schools. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315757278

The politics of differentiation in schools

2017

Journal Article

iBecome: iPads as a tool for self-making

McLay, Katherine, Renshaw, Peter and Phillips, Louise Gweneth (2017). iBecome: iPads as a tool for self-making. International Journal of Educational Research, 84, 68-78. doi: 10.1016/j.ijer.2016.05.009

iBecome: iPads as a tool for self-making

2017

Journal Article

The contours of Perezhivanie: visualising children's emotional experiences in place

Ramos, M. V. and Renshaw, P. (2017). The contours of Perezhivanie: visualising children's emotional experiences in place. Cultural-Historical Psychology, 13 (1), 105-128. doi: 10.17759/chp.2017130110

The contours of Perezhivanie: visualising children's emotional experiences in place

2016

Journal Article

On the notion of worthwhile agency in reformist pedagogies

Renshaw, Peter (2016). On the notion of worthwhile agency in reformist pedagogies. Learning, Culture and Social Interaction, 10, 60-63. doi: 10.1016/j.lcsi.2016.07.002

On the notion of worthwhile agency in reformist pedagogies

2016

Journal Article

Language education policy enactment and individual agency

Nguyen, Van Huy, Hamid, M. Obaidul and Renshaw, Peter (2016). Language education policy enactment and individual agency. Language Problems and Language Planning, 40 (1), 69-84. doi: 10.1075/lplp.40.1.04van

Language education policy enactment and individual agency

2016

Conference Publication

Fostering deliberative discourse in schools towards the constitution of a deliberative democracy

Schwarz, Baruch, Rajala, Antti, Rosé, Carolyn P., Clarke, Sherice, Fynes-Clinton E., Renshaw, Peter, Solli, Anne, Hillman, Thomas, Mäkitalo, Åsa, Goldberg, Tsafrir, Tammi, Tuure and Wegerif, Rupert (2016). Fostering deliberative discourse in schools towards the constitution of a deliberative democracy. International Conference of the Learning Sciences, Singapore, 20 to 24 June 2016. Singapore: International Society of the Learning Sciences (ISLS).

Fostering deliberative discourse in schools towards the constitution of a deliberative democracy

2016

Book Chapter

Perezhivanie mediated through narrative place-responsive pedagogy

Renshaw, Peter and Tooth, Ron (2016). Perezhivanie mediated through narrative place-responsive pedagogy. Open spaces for interactions and learning diversities. (pp. 13-23) edited by Alessio Surian. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-340-7_2

Perezhivanie mediated through narrative place-responsive pedagogy

2015

Journal Article

English in the primary classroom in Vietnam: students’ lived experiences and their social and policy implications

Nguyen, Lan Chi, Hamid, M. Obaidul and Renshaw, Peter (2015). English in the primary classroom in Vietnam: students’ lived experiences and their social and policy implications. Current Issues in Language Planning, 17 (2), 1-24. doi: 10.1080/14664208.2016.1089629

English in the primary classroom in Vietnam: students’ lived experiences and their social and policy implications

2015

Journal Article

Adapting evidence-based pedagogy to local cultural contexts: a design research study of policy borrowing in Vietnam

Pham, Thanh Thi Hong and Renshaw, Peter (2015). Adapting evidence-based pedagogy to local cultural contexts: a design research study of policy borrowing in Vietnam. Pedagogies, 10 (3), 256-274. doi: 10.1080/1554480X.2015.1009836

Adapting evidence-based pedagogy to local cultural contexts: a design research study of policy borrowing in Vietnam

2015

Journal Article

Lessons from Alison: a narrative study of differentiation in classroom teaching

Geelan, David, Christie, Pam, Mills, Martin, Keddie, Amanda, Renshaw, Peter and Monk, Sue (2015). Lessons from Alison: a narrative study of differentiation in classroom teaching. International Journal of Pedagogies and Learning, 10 (1), 13-23. doi: 10.1080/22040552.2015.1084673

Lessons from Alison: a narrative study of differentiation in classroom teaching

2014

Journal Article

Using Butler to understand the multiplicity and variability of policy reception

Gowlett, Christina, Keddie, Amanda, Mills, Martin, Renshaw, Peter, Christie, Pam, Geelan, David and Monk, Sue (2014). Using Butler to understand the multiplicity and variability of policy reception. Journal of Education Policy, 30 (2), 149-164. doi: 10.1080/02680939.2014.920924

Using Butler to understand the multiplicity and variability of policy reception

2014

Journal Article

Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions, contradictions and hybrid practices

Thanh Pham, Thi Hong and Renshaw, Peter (2014). Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions, contradictions and hybrid practices. Assessment and Evaluation in Higher Education, 40 (1), 45-59. doi: 10.1080/02602938.2014.886325

Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions, contradictions and hybrid practices

2014

Journal Article

Diverse disability identities: the accomplishment of 'Child with a disability' in everyday interaction between parents and teachers

Renshaw, Peter, Choo, Juliet and emerald, elke (2014). Diverse disability identities: the accomplishment of 'Child with a disability' in everyday interaction between parents and teachers. International Journal of Educational Research, 63, 47-58. doi: 10.1016/j.ijer.2012.09.002

Diverse disability identities: the accomplishment of 'Child with a disability' in everyday interaction between parents and teachers

2014

Journal Article

Differentiated learning: from policy to classroom

Mills, Martin, Monk, Sue, Keddie, Amanda, Renshaw, Peter, Christie, Pam, Geelan, David and Gowlett, Christina (2014). Differentiated learning: from policy to classroom. Oxford Review of Education, 40 (3), 331-348. doi: 10.1080/03054985.2014.911725

Differentiated learning: from policy to classroom

Past funding

  • 2019 - 2024
    Digital mediation of children's interactions with the more than human world
    ARC Discovery Projects
    Open grant
  • 2018 - 2024
    Raising the literacy bar for economically disadvantaged students (ARC Discovery Project administered by the Australian Catholic University)
    Australian Catholic University
    Open grant
  • 2013
    Teachers using classroom data well: Identifying key features of effective practices
    Queensland College of Teachers
    Open grant
  • 2012 - 2013
    PEARL pedagogy in primary schools: A new approach to teaching and learning Indigenous Australian Studies
    UQ FirstLink Scheme
    Open grant
  • 2011 - 2013
    Green robots, sustainable cities and inquiring minds: Young children engineer robots to create cities of the future
    UQ Collaboration and Industry Engagement Fund
    Open grant
  • 2011 - 2015
    Pursuing equity in high poverty rural schools: improving learning through rich accountabilities
    ARC Linkage Projects
    Open grant
  • 2011
    An investigation of best practice in evidence-based assessment within preservices teacher education programs and other professions
    Queensland College of Teachers
    Open grant
  • 2010 - 2012
    Transformative Educational Practice in Indigenous Australian Studies: Primary and Secondary Contexts
    UQ FirstLink Scheme
    Open grant
  • 2010 - 2013
    Storythread Pedagogy: transforming teachers' and students' knowledge and values regarding environmental sustainability
    ARC Linkage Projects
    Open grant
  • 2010 - 2012
    Engaging students: issues of difference, distribution and recognition in schools
    ARC Discovery Projects
    Open grant
  • 2009 - 2012
    Queensland Curriculum, Assessment and Reporting Framework (QCAR) Phase 2 Evaluation
    Education Queensland
    Open grant
  • 2007 - 2008
    Researching Collective Argumentation in Mathematics and Science Classrooms (Administered by Griffith Uni)
    Griffith University
    Open grant
  • 2007 - 2008
    Researching teachers' funds of knowledge and teaching repertoires in relation to student diversity.
    ARC Discovery Projects
    Open grant
  • 2006 - 2008
    Longitudinal Study of Teaching and Learning in Queensland State Schools (Initial Phase): Observation of Classroom Practice and its Relationship to Student Outcome at Baseline
    Department of Education and the Arts
    Open grant
  • 2006 - 2008
    Qld Curriculum, Assessment and Reporting (QCAR) Framework Evaluation Project - Phase 1
    Department Education - Queensland
    Open grant
  • 2001
    Indigenous Education Research Project - Accountability: Inclusive Assessment, Monitoring and Reporting on Education Outcomes
    Department Education - Queensland
    Open grant
  • 2001 - 2002
    Cross-cultural collaboration between parents and professionals in special education.
    ARC Australian Research Council (Large grants)
    Open grant
  • 1998 - 2001
    The contribution of technology to enhancing the quality of collaborative action and individual reflection in the learning of senior mathematics
    ARC Australian Research Council (Large grants)
    Open grant
  • 1995 - 1997
    The adaptation of students from South East Asia to undergraduate university study in Australia: Contexts of collaborative learning
    ARC Australian Research Council (Large grants)
    Open grant
  • 1995 - 1996
    The contribution of collaborative action and individual reflection to the teaching and learning of senior secondary mathematics
    ARC Australian Research Council (Large grants)
    Open grant

Availability

Emeritus Professor Peter Renshaw is:
Not available for supervision

Supervision history

Current supervision

  • Doctor Philosophy

    Perezhivanie and literacy learning arising from childrens' interactions with the more than human world

    Principal Advisor

    Other advisors: Dr Kate McLay

  • Doctor Philosophy

    Stepping into love through soperezhivanie: An investigation of children's co-experiences with human and more-than-human others

    Principal Advisor

    Other advisors: Dr Kate McLay

Completed supervision

Enquiries

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communications@uq.edu.au