Professor Peter Renshaw

Professor

School of Education
Faculty of Humanities and Social Sciences
p.renshaw@uq.edu.au
+61 7 336 56395

Overview

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.

Qualifications

  • Doctor of Philosophy, University of Illinois
  • Master of Education, University of Illinois
  • Postgraduate Diploma in Education, The University of Sydney
  • Bachelor of Arts (Honours), The University of Sydney

Publications

View all Publications

Supervision

View all Supervision

Publications

Book

Book Chapter

  • Renshaw, Peter and Tooth, Ron (2016). Perezhivanie mediated through narrative place-responsive pedagogy. In Alessio Surian (Ed.), Open spaces for interactions and learning diversities (pp. 13-23) Rotterdam, The Netherlands: Sense Publishers.

  • Davies, Kim and Renshaw, Peter (2013). Being Aspie or having asperger syndrome: learning and the dialogical self at WrongPlanet.net. In M. Beatrice Ligorio and Margarida Cesar (Ed.), Interplays between dialogical learning and dialogical self (pp. 393-417) Charlotte, NC United States: Information Age Publishing.

  • Renshaw, Peter D. (2013). Classroom chronotopes privileged by contemporary educational policy: teaching and learning in testing times. In Sivanes Phillipson, Kelly Y. L. Ku and Shane N. Phillipson (Ed.), Constructing Educational Achievement: A sociocultural perspective (pp. 57-69) Oxon, United Kingdom: Routledge.

  • Phillipson, Sivanes and Renshaw, Peter D. (2013). Constructing educational achievement within a sociocultural framework of planes. In Sivanes Phillipson, Kelly Y. L. Ku and Shane N. Phillipson (Ed.), Constructing Educational Achievement: A sociocultural perspective (pp. 3-9) Oxon, United Kingdom: Routledge.

  • Gilbert, Robert, Keddie, Amanda, Lingard, Bob, Mills, Martin and Renshaw, Peter (2013). Equity and education research, policy and practice: a review. In Alan Reid and Louise Reynolds (Ed.), Equity and education: exploring new directions for equity in Australian education (pp. 16-51) Carlton South, Australia: Australian College of Educators.

  • Tooth, Ron and Renshaw, Peter (2012). Storythread pedagogy for environmental education. In Terry Wrigley, Pat Thomson and Bob Lingard (Ed.), Changing schools: Alternative ways to make a world of difference (pp. 113-127) London, England, U.K.: Routedge.

  • Pendergast, Donna, Renshaw, Peter and Harris, Jessica (2010). Community. In Donna Pendergast and Nan Bahr (Ed.), Teaching middle years: Rethinking curriculum, pedagogy and assessment 2 ed. (pp. 286-300) Crows Nest, NSW, Australia: Allen & Unwin.

  • Renshaw, Peter (2010). Learning and community. In Trevor Gale and Bob Lingard (Ed.), Educational research by association (pp. 147-159) Rotterdam, The Netherlands: Sense Publishers.

  • Lingard, Bob and Renshaw, Peter (2010). Teaching as a research-informed and research-informing profession. In Anne Campbell and Susan Groundwater-Smith (Ed.), Connecting inquiry and professional learning in education: International perspectives and practical solutions (pp. 26-39) Abingdon, Oxon, U.K.: Routledge. doi:10.4324/9780203609453

  • Hirst, Elizabeth, Renshaw, Peter and Brown, Raymond (2008). A teacher’s repertoire of practice in a multi-ethnic classroom : The physicality and politics of difference. In Margarida César and Kristiina Kumpulainen (Ed.), Social interactions in multicultural settings (pp. 329-348) Rotterdam, Netherlands: Sense Publishers.

  • Pendergast, D. and Renshaw, P. (2005). Community. In D. Pendergast and N. Bahr (Ed.), Teaching Middle Years (pp. 256-268) Crows Nest, NSW: Allen & Unwin.

  • Renshaw, Peter D. (2004). Dialogic learning teaching and instruction: Theoretical roots and analytical frameworks. In van der Linden, Jos and Renshaw, Peter D. (Ed.), Dialogic learning: Shifting perspectives on learning instruction and teaching (pp. 1-15) Dordrecht, Netherlands: Kluwer Academic Publishers.

  • Hirst, Elizabeth and Renshaw, Peter D. (2004). Diverse voices, dialogue and intercultural learning in a second language classroom. In van der Linden, Jos and Renshaw, Peter D. (Ed.), Dialogic learning: Shifting perspectives on learning instruction and teaching (pp. 87-107) Dordrecht, Netherlands: Kluwer Academic Publishers.

  • Kapitzke, C. and Renshaw, P. (2004). Third space in cyberspace: Indigenous youth, new technologies and literacies. In Jos van der Linden and Peter Renshaw (Ed.), Dialogic Learning: Shifting Perspectives to Learning, Instruction, and Teaching First ed. (pp. 45-62) London: Kluwer Academic Publishers.

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

  • Renshaw, P. and Power, C. (2003). The process of learning and human development. In John P. Keeves and Ryo Watanabe (Ed.), International Handbook of Educational Research in the Asia-Pacific Region (pp. 351-363) Dordrecht The Netherlands: Kluwer Academic Publishers.

  • 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. In V. Carrington, J. Mitchell, S. Rawolle and A. Zavros (Ed.), Troubling Practice (pp. 63-76) Flaxton, Qld: Post Pressed.

  • van der Linden, J., Erkens, G., Schmidt, H. and Renshaw, P. (2000). Collaborative learning. In Robert-Jan Simons, Jos Van Der Linden and Tom Duffy (Ed.), New learning (pp. 37-54) Dordrecht, The Netherlands: Kluwer Academic.

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

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

  • Goos, M., Galbraith, P. L. and Renshaw, P. (1999). Establishing a community of practice in a secondary mathematics classroom. In Leone Burton (Ed.), Learning mathematics: from hierarchies to networks (pp. 36-61) London: Falmer Press.

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

Journal Article

Conference Publication

Grants (Administered at UQ)

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

Completed Supervision