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

  • Doctor Philosophy

  • Doctor Philosophy

  • Doctor Philosophy

View all Supervision

Publications

Book

Book Chapter

  • Davies, Kim and Renshaw, Peter (2019). 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) London, United Kingdom: Taylor and Francis. doi: 10.4324/9780429441677-5

  • 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

  • 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 Ren Tooth. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315695389-2

  • 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

  • Renshaw, Peter D. and Parke, Ross D. (2016). 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. Abingdon, Oxon, United Kingdom: Taylor and Francis. doi: 10.4324/9781315625928

  • 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

  • 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.

  • 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.

  • 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.

  • 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.

  • 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

  • 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.

  • 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.

  • 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

  • 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.

  • 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.

  • 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

  • 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.

  • 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.

  • 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.

  • 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

  • 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

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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

  • 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, PRC: Nanjing Normal Univ. Press.

Journal Article

Conference Publication

Other Outputs

Grants (Administered at UQ)

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal 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

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

Completed Supervision