The University of Queensland

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.

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

Research on learning during times of crisis

Renshaw, Peter (2024). Research on learning during times of crisis. Re-theorising learning and research methods in learning research. (pp. 313-322) edited by Crina Damşa, Antti Rajala, Giuseppe Ritella and Jasperina Brouwer. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003205838-21

Promoting Writing and Writing Engagement Through Self-Regulation, Motivation, Effective Instruction and Perezhivanie

Ng, Clarence and Renshaw, Peter (2023). Promoting Writing and Writing Engagement Through Self-Regulation, Motivation, Effective Instruction and Perezhivanie. Literacy Studies. (pp. 29-51) Cham: Springer International Publishing. doi: 10.1007/978-3-031-36472-3_3

Who’s talking? (and what does it mean for ‘us’?): provocations for beyond humanist dialogic pedagogies

Davies, Kim and Renshaw, Peter (2020). Who’s talking? (and what does it mean for ‘us’?): provocations for beyond humanist dialogic pedagogies. The Routledge international handbook of research on dialogic education. (pp. 38-49) edited by Neil Mercer, Rupert Wegerif and Louis Major. London, United Kingdom: Taylor and Francis. doi: 10.4324/9780429441677-5

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

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

Place-responsive design for school settings

Tooth, Ron and Renshaw, Peter (2018). Place-responsive design for school settings. Diverse pedagogies of place: educating students in and for local and global environments. (pp. 172-189) edited by Peter Renshaw and Ron Tooth. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315695389-9

‘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

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

Being Aspie or having asperger syndrome: learning and the dialogical self at WrongPlanet.net

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

Classroom chronotopes privileged by contemporary educational policy: teaching and learning in testing times

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

Constructing educational achievement within a sociocultural framework of planes

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

Equity and education research, policy and practice: a review

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

Storythread pedagogy for environmental education

Tooth, Ron and Renshaw, Peter (2012). Storythread pedagogy for environmental education. Changing schools: Alternative ways to make a world of difference. (pp. 113-127) edited by Terry Wrigley, Pat Thomson and Bob Lingard. London, England, U.K.: Routedge. doi: 10.4324/9780203818206-15

Community

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

Learning and community

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

Teaching as a research-informed and research-informing profession

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

A teacher’s repertoire of practice in a multi-ethnic classroom : The physicality and politics of difference

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. Social interactions in multicultural settings. (pp. 329-348) edited by Margarida César and Kristiina Kumpulainen. Rotterdam, Netherlands: Sense Publishers.

Community

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

Learning partnerships: The role of teachers in a community of learners

Renshaw, Peter and Brown, Raymond A. J. (2005). Learning partnerships: The role of teachers in a community of learners. Meeting the Challenges of Primary Schooling. (pp. 201-212) London, United Kingdom: Taylor and Francis. doi: 10.4324/9780203990261-22

Dialogic learning teaching and instruction: Theoretical roots and analytical frameworks

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

Diverse voices, dialogue and intercultural learning in a second language classroom

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

Third space in cyberspace: Indigenous youth, new technologies and literacies

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

Choosing and Using Technology for Secondary Mathematical Modelling Tasks - Choosing the Right Peg for the Right Hole

Geiger, Vince, Galbraith, Peter, Renshaw, Peter and Goos, Merrilyn (2003). Choosing and Using Technology for Secondary Mathematical Modelling Tasks - Choosing the Right Peg for the Right Hole. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 126-140) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50016-X

Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling

Galbraith, Peter, Goos, Merrilyn, Renshaw, Peter and Geiger, Vince (2003). Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50015-8

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.

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

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.

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

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.

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.

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

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.

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

“Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture

McLay, Katherine Frances and Renshaw, Peter David (2024). “Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture. Asia-Pacific Journal of Teacher Education, 1-16. doi: 10.1080/1359866x.2024.2330081

Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students

Ng, Clarence, Graham, Steve, Renshaw, Peter, Cheung, Alan and Mak, Barley (2024). Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students. International Journal of Educational Research, 124 102304, 102304. doi: 10.1016/j.ijer.2023.102304

Speculative spaces: children exploring socio-ecological worlds with mythical nature spirits

Byman, Jenny, Kumpulainen, Kristiina, Renlund, Jenny, Wong, Chin-Chin and Renshaw, Peter (2023). Speculative spaces: children exploring socio-ecological worlds with mythical nature spirits. Contemporary Issues in Early Childhood. doi: 10.1177/14639491231162152

Enchantment and digital technologies: cultivating children’s enchantment with the more-than-human through video-walks in local places

Renshaw, Peter, Jackson, Kirsty, Mortlock, Harriet and Tooth, Ron (2023). Enchantment and digital technologies: cultivating children’s enchantment with the more-than-human through video-walks in local places. The Journal of Environmental Education, 54 (1), 20-32. doi: 10.1080/00958964.2022.2152408

"I got up and did something about it": Bernice's story of advocacy for Karawatha.

Jackson, Kirsty , Mortlock, Harriet , Renshaw, Peter and Tooth, Ron (2021). "I got up and did something about it": Bernice's story of advocacy for Karawatha.. Redress, 30 (1), 28-33.

Feeling for the Anthropocene: placestories of living justice

Renshaw, Peter D. (2021). Feeling for the Anthropocene: placestories of living justice. The Australian Educational Researcher, 48 (1), 1-21. doi: 10.1007/s13384-021-00433-z

Children’s digitally mediated perezhivanie/enchantment in backyard excursions to “nature”

Renshaw, Peter, Jackson, Kirsty, Mortlock, Harriet and Tooth, Ron (2021). Children’s digitally mediated perezhivanie/enchantment in backyard excursions to “nature”. Qwerty, 16 (2), 109-123. doi: 10.30557/QW000046

Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic: An Activity Theoretic Reflection

Ng, Clarence and Renshaw, Peter (2020). Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic: An Activity Theoretic Reflection. Best Evidence of Chinese Education, 5 (2), 635-648. doi: 10.15354/bece.20.or023

Exploring the emotions of international students about their feedback experiences

Olave-Encina, Karen, Moni, Karen and Renshaw, Peter (2020). Exploring the emotions of international students about their feedback experiences. Higher Education Research and Development, 40 (4), 1-15. doi: 10.1080/07294360.2020.1786020

Using chronotope to research the space-time relations of learning and education: dimensions of the unit of analysis

Ritella, Giuseppe, Rajala, Antti and Renshaw, Peter (2020). Using chronotope to research the space-time relations of learning and education: dimensions of the unit of analysis. Learning, Culture and Social Interaction, 31 100381, 100381. doi: 10.1016/j.lcsi.2020.100381

Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme

Dai, Kun, Matthews, Kelly E. and Renshaw, Peter (2020). Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme. Higher Education Research and Development, 39 (6), 1-15. doi: 10.1080/07294360.2020.1713731

An Indigenous Australian student's perezhivanie in reading and the evolvement of reader identities over three years

Ng, Clarence and Renshaw, Peter (2019). An Indigenous Australian student's perezhivanie in reading and the evolvement of reader identities over three years. Learning, Culture and Social Interaction, 22 100310, 100310. doi: 10.1016/j.lcsi.2019.04.006

Making ‘us’ visible: using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology

McLay, Katherine Frances and Renshaw, Peter David (2019). Making ‘us’ visible: using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology. British Educational Research Journal, 46 (1) berj.3565, 44-57. doi: 10.1002/berj.3565

Common European framework of reference for languages (CEFR): insights into global policy borrowing in Malaysian higher education

Ahmad Afip, Liyana, Hamid, M. Obaidul and Renshaw, Peter (2019). Common European framework of reference for languages (CEFR): insights into global policy borrowing in Malaysian higher education. Globalisation, Societies and Education, 17 (3), 1-16. doi: 10.1080/14767724.2019.1578195

The consequences of ADHD diagnosis: integrating scaffolding and perezhivanie to redesign pedagogy for ADHD-diagnosed children

Renshaw, Peter D. (2019). The consequences of ADHD diagnosis: integrating scaffolding and perezhivanie to redesign pedagogy for ADHD-diagnosed children. Emotional and Behavioural Difficulties, 24 (3), 301-305. doi: 10.1080/13632752.2019.1630994

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

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

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

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

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

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

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

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

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

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

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

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

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

Investigating 'moments' for student agency through a differentiated music curriculum

Monk, Sue, Mills, Martin, Renshaw, Peter, Geelan, David, Keddie, Amanda and Gowlett, Christina (2013). Investigating 'moments' for student agency through a differentiated music curriculum. International Journal of Pedagogies and Learning, 8 (3), 179-193. doi: 10.5172/ijpl.2013.8.3.179

How to enable Asian teachers to empower students to adopt student-centred learning

Pham, Thi Hong Thanh and Renshaw, Peter (2013). How to enable Asian teachers to empower students to adopt student-centred learning. Australian Journal of Teacher Education, 38 (11), 65-85. doi: 10.14221/ajte.2013v38n11.4

The social cultural and emotional dimensions of scaffolding

Renshaw, Peter D. (2013). The social cultural and emotional dimensions of scaffolding. Learning, Culture and Social Interaction, 2 (1), 56-60. doi: 10.1016/j.lcsi.2013.01.002

Beyond culturalism: addressing issues of Indigenous disadvantage through schooling

Keddie, Amanda, Gowlett, Christina, Mills, Martin, Monk, Sue and Renshaw, Peter (2013). Beyond culturalism: addressing issues of Indigenous disadvantage through schooling. The Australian Educational Researcher, 40 (1), 91-108. doi: 10.1007/s13384-012-0080-x

Alternative education provision: a dumping ground for 'wasted lives' or a challenge to the mainstream?

Mills, Martin, Renshaw, Peter and Zipin, Lew (2013). Alternative education provision: a dumping ground for 'wasted lives' or a challenge to the mainstream?. Social Alternatives, 32 (2), 13-18.

Designing strategies to make cooperative learning culturally appropriate in the Vietnamese context

Pham, Thi Hong Thanh, Gillies, Robyn M. and Renshaw, Peter (2011). Designing strategies to make cooperative learning culturally appropriate in the Vietnamese context. Higher Education Review, 44 (1), 43-57.

Productive Pedagogies: A redefined methodology for analysing quality teacher practice

Mills, Martin, Goos, Merrilyn, Keddie, Amanda, Honan, Eileen, Pendergast, Donna, Gilbert, Rob, Nichols, Kim, Renshaw, Peter and Wright, Tony (2009). Productive Pedagogies: A redefined methodology for analysing quality teacher practice. Australian Educational Researcher, 36 (3), 67-87. doi: 10.1007/BF03216906

Reflections on pedagogy and place: A journey into learning for sustainability through environmental narrative and deep attentive reflection

Tooth, Ron and Renshaw, Peter (2009). Reflections on pedagogy and place: A journey into learning for sustainability through environmental narrative and deep attentive reflection. Australian Journal of Environmental Education, 25, 95-104. doi: 10.1017/s0814062600000434

Cooperative learning (CL) and academic achievement of Asian students: A true story

Pham, Thi Hong Thanh, Gillies, Robyn and Renshaw, Peter (2008). Cooperative learning (CL) and academic achievement of Asian students: A true story. International Education Studies, 1 (3), 82-88. doi: 10.5539/ies.v1n3p82

A commentary on the chronotopes of different ‘cultures of learning’: Transforming classrooms from trading-places into relational-places of learning

Renshaw, P. (2007). A commentary on the chronotopes of different ‘cultures of learning’: Transforming classrooms from trading-places into relational-places of learning. International Journal of Educational Research, 46 (3-4), 240-245. doi: 10.1016/j.ijer.2007.09.003

Cultures of learning

Kumpulainen, K. and Renshaw, P. (2007). Cultures of learning. International Journal of Educational Research, 46 (3-4), 109-115. doi: 10.1016/j.ijer.2007.09.009

Formats of classroom talk for integrating everyday and scientific discourse: Replacement, interweaving, contextual privileging and pastiche

Renshaw, P. and Brown, R. (2007). Formats of classroom talk for integrating everyday and scientific discourse: Replacement, interweaving, contextual privileging and pastiche. Language and Education: An International Journal, 21 (6), 531-549. doi: 10.2167/le710.0

Reasoning with cultural categories in understanding student diversity

Choo, J., Austin, H. and Renshaw, P. (2007). Reasoning with cultural categories in understanding student diversity. International Journal of Educational Research, 46 (3-4), 229-239. doi: 10.1016/j.ijer.2007.09.006

Positioning students as actors and authors: A chronotopic analysis of collaborative learning activities

Brown, Raymond and Renshaw, Peter D. (2006). Positioning students as actors and authors: A chronotopic analysis of collaborative learning activities. Mind, Culture and Activity, 13 (3), 247-259. doi: 10.1207/s15327884mca1303_6

Community and learning: Contradictions dilemmas and prospects

Renshaw, Peter D. (2003). Community and learning: Contradictions dilemmas and prospects. Discourse: Studies in the Cultural Politics of Education, 24 (3), 355-370. doi: 10.1080/0159630032000172533

Scaffolding and bilingual shared reading experiences: Promoting primary school students' learning and development

Cumming-Potvin, Wendy, Renshaw, Peter and van Kraayenoord, Christina E. (2003). Scaffolding and bilingual shared reading experiences: Promoting primary school students' learning and development. Australian Journal of Language and Literacy, 26 (2), 54-68.

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

Perspectives on technology mediated learning in secondary school mathematics classrooms

Goos, Merrilyn, Galbraith, Peter, Renshaw, Peter and Geiger, Vince (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. Journal of Mathematical Behavior, 22 (1), 73-89. doi: 10.1016/S0732-3123(03)00005-1

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

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

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

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

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.

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.

'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.

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

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

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

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

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).

Transforming teachers’ construction of student diversity through collective argumentation

Brown, Raymond and Renshaw, Peter (2008). Transforming teachers’ construction of student diversity through collective argumentation. AARE 2007 International Educational Research Conference, Fremantle, WA., 25-29 November 2007. Coldstream, VIC.: Australian Association for Research in Education.

The mediation of collaborative pedagogical activity: What happens when the teacher isn't there?

Brown, Raymond, Hirst, Elizabeth and Renshaw, Peter (2006). The mediation of collaborative pedagogical activity: What happens when the teacher isn't there?. AARE 2005 International Education Research Conference, AARE '05 Education Research, Creative Dissent: Constructive Solutons, Sydney, Australia, 27 Nov.- 1 Dec. 2005. Australia: The Australian Association for Research in Education.

Constructing student diversity for social justice

Hirst E., Renshaw, P., Brown, R., Worlley,A. and Bridges, M. (2005). Constructing student diversity for social justice. The Australian Association for Research in Education Annual Conference, University of Western Sydney, Parramatta, Sydney, November 2005.

Student diversity in the middle years of schooling: Exploring teachers’ funds of knowledge & transforming repertoires of practice

Renshaw, P., Brown, R. and Hirst E. (2005). Student diversity in the middle years of schooling: Exploring teachers’ funds of knowledge & transforming repertoires of practice. EARLI Biennial Conference 2005: Integrating Multiple Perspectives on Effective learning Environments, Nicosia, Cyprus, 23rd - 27th August 2005.

Pedagogical spaces: Re-envisioning education, re-engaging young people

Renshaw, P. (2004). Pedagogical spaces: Re-envisioning education, re-engaging young people. Australian Association for Research in Education, AARE 2004 International Education Research Conference, Melbourne Victoria, 28 Nov - 2 Dec 2004. Melbourne: Australian Association for Research in Education.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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:

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.

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.

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.

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.

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.

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.

A curriculum in transition: Final report for the Queensland Curriculum, Assessment and Reporting Framework (QCAR): Evaluation

Mills, Martin, Goos, Merrilyn, Monk, Sue, Muspratt, Sandy, Renshaw, Peter, Gilbert, Rob, Dole, Shelley, Honan, Eileen, Nichols, Kim, Wright, Tony, Gannaway, Deanne and Sheppard, Karen (2012). A curriculum in transition: Final report for the Queensland Curriculum, Assessment and Reporting Framework (QCAR): Evaluation. Brisbane, Australia:

Queensland Curriculum, Assessment and Reporting (QCAR) Framework Evaluation Project - Phase 1 (2006-2008)

Goos, M., Mills, M., Gilbert, R., Gowlett, C., Wright, T., Renshaw, P., Pendergast, D., Nichols, K., McGregor, G., Khan, A., Keddie, A. and Honan, E. (2008). Queensland Curriculum, Assessment and Reporting (QCAR) Framework Evaluation Project - Phase 1 (2006-2008). Brisbane, Australia: Department of Education, Training and the Arts.