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 2025
All (119) Journal Article (58) Book Chapter (33) Conference Publication (24) Book (2) Other Outputs (2)

81 - 100 of 119 works

2003

Conference Publication

School-university partnerships: Research, responses and risks in middle schooling

Blackshaw, M., Cooper, M., Hunter, L., Macdonald, D., McCord, K., Renshaw, P., Tinning, R. and Tom, C. (2003). School-university partnerships: Research, responses and risks in middle schooling. Beyond the Middle conference, Royal Pines Resort on the Gold Coast, 3-5 April, 2003.

School-university partnerships: Research, responses and risks in middle schooling

2003

Conference Publication

Institutional framing: Co-constructing children with special needs during parent-professional “talk”

Choo, Juliet, Renshaw, Peter and Austin, Helena (2003). Institutional framing: Co-constructing children with special needs during parent-professional “talk”. 10th European Conference for Research on Learning and Instruction, Padova, Italy, 26-30 August 2003. Padova, Italy: Cooperativa Libraria Editrice Università di Padova.

Institutional framing: Co-constructing children with special needs during parent-professional “talk”

2003

Conference Publication

Science as “edu-tainment”: A sociocultural analysis of a nation-wide school science competition

Stir, John W., Renshaw, Peter D. and Meerman, Ruben (2003). Science as “edu-tainment”: A sociocultural analysis of a nation-wide school science competition. "Science Learning as Sociocultural Practice" European Association for Research on Learning and Instruction, Biennial Conference, Padova, Italy, 26th-30th August 2003. European Association for Research on Learning and Instruction.

Science as “edu-tainment”: A sociocultural analysis of a nation-wide school science competition

2003

Book Chapter

The process of learning and human development

Renshaw, P. and Power, C. (2003). The process of learning and human development. International Handbook of Educational Research in the Asia-Pacific Region. (pp. 351-363) edited by John P. Keeves and Ryo Watanabe. Dordrecht The Netherlands: Kluwer Academic Publishers. doi: 10.1007/978-94-017-3368-7_25

The process of learning and human development

2003

Conference Publication

Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole

Geiger, V., Galbraith, P. L., Goos, M. E. and Renshaw, P. (2003). Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole. ICTMA 10, Beijing, 29 July - 2 August 2001. Chichester England: Horwood Publishing.

Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole

2003

Book Chapter

Technology-enriched classrooms: Some implications for teaching applications and modelling

Galbraith, P. L., Renshaw, P., Goos, M. E. and Geiger, V. S. (2003). Technology-enriched classrooms: Some implications for teaching applications and modelling. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) edited by Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang. Chichester England: Horwood Publishing.

Technology-enriched classrooms: Some implications for teaching applications and modelling

2003

Journal Article

A sociocultural analysis of language learning: New forms of literacy practices in a language and culture awareness programme

Cumming-Potvin, W., Renshaw, P. and van Kraayenoord, C. E. (2003). A sociocultural analysis of language learning: New forms of literacy practices in a language and culture awareness programme. Language and Education: An International Journal, 17 (6), 391-407. doi: 10.1080/09500780308666859

A sociocultural analysis of language learning: New forms of literacy practices in a language and culture awareness programme

2002

Book Chapter

Uncovering cultural assumptions: A case study of a Chinese-Australian parent with a child with a disability

Choo, J. L. H., Lim, L. H. F., Renshaw, P., Park, H. and Lee, S. (2002). Uncovering cultural assumptions: A case study of a Chinese-Australian parent with a child with a disability. Troubling Practice. (pp. 63-76) edited by V. Carrington, J. Mitchell, S. Rawolle and A. Zavros. Flaxton, Qld: Post Pressed.

Uncovering cultural assumptions: A case study of a Chinese-Australian parent with a child with a disability

2002

Journal Article

Review of Engaging minds: Learning and teaching in a complex world

Renshaw, P. D. (2002). Review of Engaging minds: Learning and teaching in a complex world. Journal of Curriculum Studies, 34 (4), 505-508. doi: 10.1080/00220270110067129

Review of Engaging minds: Learning and teaching in a complex world

2002

Conference Publication

Matching the hatch: Students' choices and preferences in relation to handheld technologies and learning mathematics

Geiger, V., Galbraith, P., Goos, M. and Renshaw, P. (2002). Matching the hatch: Students' choices and preferences in relation to handheld technologies and learning mathematics. 25th Annual Conference of MERGA, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.

Matching the hatch: Students' choices and preferences in relation to handheld technologies and learning mathematics

2002

Journal Article

Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving

Goos, Merrilyn, Galbraith, Peter and Renshaw, Peter D (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49 (2), 193-223. doi: 10.1023/A:1016209010120

Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving

2001

Conference Publication

Promoting collaborative inquiry in technology enriched mathematics classrooms

Goos, M. E., Galbraith, P.L., Renshaw, P. and Geiger, V. (2001). Promoting collaborative inquiry in technology enriched mathematics classrooms. Annual Meeting of the American Educational Research Association, What We Know and How We Know It, Seattle, 10-14 April 2001. Washington, DC: US Department of Education, ERIC Document Reproduction Service.

Promoting collaborative inquiry in technology enriched mathematics classrooms

2001

Conference Publication

Teaching applications in technology enriched mathematics classrooms

Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2001). Teaching applications in technology enriched mathematics classrooms. ICTMA 10, Beijing, 29 July - 2 August 2001. Beijing: China Society for Industrial and Applied Mathematics.

Teaching applications in technology enriched mathematics classrooms

2001

Conference Publication

Integrating technology in mathematics learning: What some students say

Galbraith, P.L., Goos, M. E., Renshaw, P. and Geiger, V. (2001). Integrating technology in mathematics learning: What some students say. 24th Annual Conference MERGA, Sydney, 30 June - 4 July 2001. Sydney: Mathematics Education Research Group of Australasia.

Integrating technology in mathematics learning: What some students say

2001

Journal Article

The relevance of sociocultural theory to culturally diverse partnerships and communities

Lim, L. and Renshaw, P. (2001). The relevance of sociocultural theory to culturally diverse partnerships and communities. Journal of Child and Family Studies, 10 (1), 9-21. doi: 10.1023/A:1016625432567

The relevance of sociocultural theory to culturally diverse partnerships and communities

2001

Conference Publication

Pedagogical issues in a cyber literacy program for indigenous youth in regional Australia

Renshaw, P., Kapitzke, C., Mayer, D. E. and Roulston, K. (2001). Pedagogical issues in a cyber literacy program for indigenous youth in regional Australia. What We Know and How We Know It, Seattle, 10-14 April 2001. Washington, DC: American Educational Research Association.

Pedagogical issues in a cyber literacy program for indigenous youth in regional Australia

2000

Journal Article

Reshaping teacher and student roles in technology-enriched classrooms

Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2000). Reshaping teacher and student roles in technology-enriched classrooms. Mathematics Education Research Journal, 12 (3), 303-320. doi: 10.1007/BF03217091

Reshaping teacher and student roles in technology-enriched classrooms

2000

Book Chapter

Collective argumentation: A sociocultural approach to reframing classroom teaching and learning

Brown, R. and Renshaw, P. (2000). Collective argumentation: A sociocultural approach to reframing classroom teaching and learning. Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge. (pp. 52-66) edited by Helen Cowie and Geerdina van der Aalsvoort. Oxford: Elsevier Science.

Collective argumentation: A sociocultural approach to reframing classroom teaching and learning

2000

Conference Publication

The thinking-talking-technology connection

Goos, M. E., Galbraith, P. L. and Renshaw, P. (2000). The thinking-talking-technology connection. ICME 9, Tokyo, 31 July - 6 August 2000. Tokyo:

The thinking-talking-technology connection

2000

Journal Article

A money problem: A source of insight into problem solving action

Goos, Merrilyn, Galbraith, Peter and Renshaw, Peter (2000). A money problem: A source of insight into problem solving action. International Journal for Mathematics Teaching and Learning, April 13, 1-21.

A money problem: A source of insight into problem solving action

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

Completed supervision

Enquiries

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