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)

101 - 119 of 119 works

2000

Book Chapter

Collaborative learning

van der Linden, J., Erkens, G., Schmidt, H. and Renshaw, P. (2000). Collaborative learning. New learning. (pp. 37-54) edited by Robert-Jan Simons, Jos Van Der Linden and Tom Duffy. Dordrecht, The Netherlands: Kluwer Academic. doi: 10.1007/0-306-47614-2_3

Collaborative learning

2000

Journal Article

Weaving words with the Dreamweaver: Literacy, indigeneity, and technology

Kapitzke, C., Bogitini, S., Chen, M., MacNeill, G., Mayer, D., Muirhead, B. and Renshaw, P. (2000). Weaving words with the Dreamweaver: Literacy, indigeneity, and technology. Journal of Adolescent & Adult Literacy, 44 (4), 336-345.

Weaving words with the Dreamweaver: Literacy, indigeneity, and technology

2000

Conference Publication

Emergent properties of teaching-learning in technology-enriched classrooms

Galbraith, P. L., Goos, M. E., Renshaw, P. and Geiger, V. (2000). Emergent properties of teaching-learning in technology-enriched classrooms. MERGA 23, Fremantle, 5-9 July 2000. Fremantle: Mathematics Education Research Group of Australasia.

Emergent properties of teaching-learning in technology-enriched classrooms

2000

Conference Publication

Classroom voices: Technology enriched interactions in a community of mathematical practice

Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2000). Classroom voices: Technology enriched interactions in a community of mathematical practice. ICME 9, Tokyo, 31 July - 6 August 2000. Tokyo: International Congress on Mathematical Education.

Classroom voices: Technology enriched interactions in a community of mathematical practice

1999

Conference Publication

Speaking with authority in episodes of mathematical discourse

Brown, R. and Renshaw, P. (1999). Speaking with authority in episodes of mathematical discourse. MERGA 22, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.

Speaking with authority in episodes of mathematical discourse

1999

Book Chapter

Establishing a community of practice in a secondary mathematics classroom

Goos, M., Galbraith, P. L. and Renshaw, P. (1999). Establishing a community of practice in a secondary mathematics classroom. Learning mathematics: from hierarchies to networks. (pp. 36-61) edited by Leone Burton. London: Falmer Press. doi: 10.4324/9780203016466-9

Establishing a community of practice in a secondary mathematics classroom

1999

Conference Publication

Appropriation and resistance within collaborative learning activities: Analyses of teacher-student interaction based on Bakhtin's theory of voice

Renshaw, P. and Brown, R. (1999). Appropriation and resistance within collaborative learning activities: Analyses of teacher-student interaction based on Bakhtin's theory of voice. 8th European Conference for Research on Learning and Instruction, Goteborg, Sweden, 24-28 Aug, 1999. Goteborg, Sweden: European Association for Res. on Learning and Instruction.

Appropriation and resistance within collaborative learning activities: Analyses of teacher-student interaction based on Bakhtin's theory of voice

1999

Conference Publication

Technology, mathematics, and people: Interactions in a community of practice

Galbraith, P. L., Renshaw, P., Goos, M. and Geiger, V. (1999). Technology, mathematics, and people: Interactions in a community of practice. MERGA 22, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.

Technology, mathematics, and people: Interactions in a community of practice

1999

Book Chapter

Learning and culture: Representations of 'the Chinese learner' at Australian universities

Renshaw, P. (1999). Learning and culture: Representations of 'the Chinese learner' at Australian universities. Education of Chinese: The global prospect of national cultural traditions. (pp. 48-71) edited by L. Jie. Nanjing, China: Nanjing Normal University Press.

Learning and culture: Representations of 'the Chinese learner' at Australian universities

1999

Book Chapter

Educational research in new times: Imagining communities for diversity and inclusiveness

Chalmers, K., Bogitini, S. and Renshaw, P. (1999). Educational research in new times: Imagining communities for diversity and inclusiveness. Educational research in new times: Imagining communities for diversity and inclusiveness. (pp. 1-6) edited by Karen Chalmers, Samuela Bogitini and Peter Renshaw. Flaxton, Queensland: Post Pressed.

Educational research in new times: Imagining communities for diversity and inclusiveness

1999

Conference Publication

Relating everyday and scientific discourse in the classroom: Interweaving, replacement, or pastiche?

Renshaw, P. and Brown, R. (1999). Relating everyday and scientific discourse in the classroom: Interweaving, replacement, or pastiche?. 8th European Conference for Research on Learning and Instruction, Goteborg, Sweden, 24-28 Aug, 1999. Goteborg, Sweden: European Association for Res. on Learning and Instruction.

Relating everyday and scientific discourse in the classroom: Interweaving, replacement, or pastiche?

1999

Conference Publication

Schools, communities and pedagogies: Diverse possibilities

Renshaw, P. (1999). Schools, communities and pedagogies: Diverse possibilities. Australian Association for Research in Education Conference, Melbourne, 27 November - 2 December 1999. Coldstream, Vic.: AARE.

Schools, communities and pedagogies: Diverse possibilities

1998

Journal Article

'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.

Goos, Merrilyn, Renshaw, Peter and Galbraith, Peter (1998). 'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.. Australian Senior Mathematics Journal, 12 (2), 20-31.

'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.

1998

Conference Publication

Using shared reading experiences to promote inclusive curriculum in early childhood settings

Cumming-Potvin, W., Renshaw, P. D. and van Kraayenoord, C. E. (1998). Using shared reading experiences to promote inclusive curriculum in early childhood settings. International Early Childhood Conference, Brisbane, QLD Australia, June 1998.

Using shared reading experiences to promote inclusive curriculum in early childhood settings

1995

Journal Article

Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals

Volet, Simone E. and Renshaw, Peter D. (1995). Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals. Higher Education, 30 (4), 407-433. doi: 10.1007/BF01383542

Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals

1995

Journal Article

South-east Asian students at Australian universities: a reappraisal of their tutorial participation and approaches to study

Renshaw, Peter D. and Volet, Simone E. (1995). South-east Asian students at Australian universities: a reappraisal of their tutorial participation and approaches to study. The Australian Educational Researcher, 22 (2), 85-106. doi: 10.1007/BF03219594

South-east Asian students at Australian universities: a reappraisal of their tutorial participation and approaches to study

1994

Journal Article

A short‐term longitudinal investigation of cross‐cultural differences in study approaches using Biggs' SPQ questionnaire

Volet, S. E., Renshaw, P. D. and Tietzel, K. (1994). A short‐term longitudinal investigation of cross‐cultural differences in study approaches using Biggs' SPQ questionnaire. British Journal of Educational Psychology, 64 (2), 301-318. doi: 10.1111/j.2044-8279.1994.tb01104.x

A short‐term longitudinal investigation of cross‐cultural differences in study approaches using Biggs' SPQ questionnaire

1993

Journal Article

Loneliness in Middle Childhood: Concurrent and Longitudinal Predictors

Renshaw, Peter D. and Brown, Peter J. (1993). Loneliness in Middle Childhood: Concurrent and Longitudinal Predictors. Child Development, 64 (4), 1271-1284. doi: 10.1111/j.1467-8624.1993.tb04200.x

Loneliness in Middle Childhood: Concurrent and Longitudinal Predictors

1992

Book Chapter

Family and peer relationships in historical perspective

Renshaw, Peter D. and Parke, Ross D. (1992). Family and peer relationships in historical perspective. Family-peer relationships: modes of linkage. (pp. 35-74) edited by Ross D. Parke and Gary W. Ladd. Hillsdale, N.J., United States; Abingdon, Oxon, United Kingdom: Lawrence Erlbaum; Taylor and Francis. doi: 10.4324/9781315625928

Family and peer relationships in historical perspective

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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