Professor Peter Renshaw
Professor
School of Education
+61 7 336 56395
Researcher biography
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.
| Featured projects | Duration |
|---|---|
|
Pursuing equity in high poverty rural schools ARC Linkage Project |
2013–2016 |
Publications
Book
Mills, Martin, Keddie, Amanda, Renshaw, Peter and Monk, Sue The politics of differentiation in schools. Abingdon, Oxon, United Kingdom: Routledge, 2017. doi:10.4324/9781315757278
Book Chapters
Renshaw, Peter and Tooth, Ron (2018). Diverse place-responsive pedagogies: historical, professional and theoretical threads. In Peter Renshaw and Ron Tooth (Ed.), Diverse pedagogies of place: educating students in and for local and global environments (pp. 1-21) Abingdon, Oxon, United Kingdom: Routledge.
Tooth, Ron and Renshaw, Peter (2018). Pedagogy as advocacy in and for place. In Peter Renshaw and Ren Tooth (Ed.), Diverse pedagogies of place: educating students in and for local and global environments (pp. 22-44) Abingdon, Oxon, United Kingdom: Routledge.
Tooth, Ron and Renshaw, Peter (2018). Place-responsive design for school settings. In Peter Renshaw and Ron Tooth (Ed.), Diverse pedagogies of place: educating students in and for local and global environments (pp. 172-189) Abingdon, Oxon, United Kingdom: Routledge.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Galbraith, Peter, Goos, Merrilyn, Renshaw, Peter and Geiger, Vince (2003). Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling. In Mathematical Modelling in Education and Culture: ICTMA 10 (pp. 111-125) : Elsevier Inc.. doi:10.1016/B978-1-904275-05-3.50015-8
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. In Mathematical Modelling in Education and Culture: ICTMA 10 (pp. 126-140) : Elsevier Inc.. doi:10.1016/B978-1-904275-05-3.50016-X
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.
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.
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.
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.
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.
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 Articles
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
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
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
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.
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.
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
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.
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.
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
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
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
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
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
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
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.
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
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
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
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
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.
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
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.
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.
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.
Conference Papers
Brown, Raymond and Renshaw, Peter (2008). Transforming teachers’ construction of student diversity through collective argumentation. In: Jeffery, P., Paper presented at the Australian Association for Research in Education Conference 2007. AARE 2007 International Educational Research Conference, Fremantle, WA., (1-12). 25-29 November 2007.
Brown, Raymond, Hirst, Elizabeth and Renshaw, Peter (2006). The mediation of collaborative pedagogical activity: What happens when the teacher isn't there?. In: Peter L. Jeffery, AARE Conference Paper Abstracts - 2005. AARE 2005 International Education Research Conference, AARE '05 Education Research, Creative Dissent: Constructive Solutons, Sydney, Australia, (1-11). 27 Nov.- 1 Dec. 2005.
Hirst E., Renshaw, P., Brown, R., Worlley,A. and Bridges, M. (2005). Constructing student diversity for social justice. In: The Australian Association for Research in Education Annual Conference. The Australian Association for Research in Education Annual Conference, University of Western Sydney, Parramatta, Sydney, (). November 2005.
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. In: Proceedings of: EARLI Biennial Conference 2005. EARLI Biennial Conference 2005: Integrating Multiple Perspectives on Effective learning Environments, Nicosia, Cyprus, (). 23rd - 27th August 2005.
Renshaw, P. (2004). Pedagogical spaces: Re-envisioning education, re-engaging young people. In: Wendy Shilton and Ruth Jeffery, AARE 2004 abstracts of papers: Doing the public good: Positioning education research. Australian Association for Research in Education, AARE 2004 International Education Research Conference, Melbourne Victoria, (). 28 Nov - 2 Dec 2004.
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. In: Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang, Mathematical Modelling in Education and Culture: ICTMA 10. ICTMA 10, Beijing, (126-140). 29 July - 2 August 2001.
Choo, Juliet, Renshaw, Peter and Austin, Helena (2003). Institutional framing: Co-constructing children with special needs during parent-professional “talk”. In: Lucia Mason, Silvia Andreuzza, Barbara Arfè and Laura Del Favero, 10th European Conference For Research On Learning And Instruction. Biennial Meeting, Padova, Italy, August 26-30, 2003: Abstracts. 10th European Conference for Research on Learning and Instruction, Padova, Italy, (117-117). 26-30 August 2003.
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. In: Proceedings of the Beyond the Middle conference. Beyond the Middle conference, Royal Pines Resort on the Gold Coast, (). 3-5 April, 2003.
Stir, John W., Renshaw, Peter D. and Meerman, Ruben (2003). Science as “edu-tainment”: A sociocultural analysis of a nation-wide school science competition. In: Lucia Mason, Silvia Andreuzza, Barbara Arfe and Laura Del Favero, Improving learning - Fostering the will to learn. "Science Learning as Sociocultural Practice" European Association for Research on Learning and Instruction, Biennial Conference, Padova, Italy, (). 26th-30th August 2003.
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. In: B. Barton, K.C. Irwin, M. Pfannkuch and M.O.J. Thomas, Mathematics Education in the South Pacific. 25th Annual Conference of MERGA, Auckland, (293-300). 7-10 July 2002.
Renshaw, P., Kapitzke, C., Mayer, D. E. and Roulston, K. (2001). Pedagogical issues in a cyber literacy program for indigenous youth in regional Australia. In: What We Know and How We Know It. What We Know and How We Know It, Seattle, (). 10-14 April 2001.
Goos, M. E., Galbraith, P.L., Renshaw, P. and Geiger, V. (2001). Promoting collaborative inquiry in technology enriched mathematics classrooms. In: What We Know and How We Know It. Annual Meeting of the American Educational Research Association, What We Know and How We Know It, Seattle, (). 10-14 April 2001.
Galbraith, P.L., Goos, M. E., Renshaw, P. and Geiger, V. (2001). Integrating technology in mathematics learning: What some students say. In: J. Bobis, B. Perry and M. Mitchelmore, Numeracy and Beyond. 24th Annual Conference MERGA, Sydney, (225-232). 30 June - 4 July 2001.
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2001). Teaching applications in technology enriched mathematics classrooms. In: 10th International Conference on the Teaching of Mathematical Modelling and Applications. ICTMA 10, Beijing, (25-25). 29 July - 2 August 2001.
Galbraith, P. L., Goos, M. E., Renshaw, P. and Geiger, V. (2000). Emergent properties of teaching-learning in technology-enriched classrooms. In: J. Bana and A. Chapman, Mathematics Education Beyond 2000. MERGA 23, Fremantle, (690-690). 5-9 July 2000.
Goos, M. E., Galbraith, P. L. and Renshaw, P. (2000). The thinking-talking-technology connection. In: 9th International Congress on Mathematical Education. ICME 9, Tokyo, (244). 31 July - 6 August 2000.
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2000). Classroom voices: Technology enriched interactions in a community of mathematical practice. In: The Use of Technology in Mathematics Education. ICME 9, Tokyo, (). 31 July - 6 August 2000.
Galbraith, P. L., Renshaw, P., Goos, M. and Geiger, V. (1999). Technology, mathematics, and people: Interactions in a community of practice. In: J. M. Truran and K. M. Truran, Making the Difference: Proceedings of the Twenty-Second Annual Conference of The Mathematics Education Research Group of Australasia. MERGA 22, Adelaide, (223-230). 4-7 July 1999.
Renshaw, P. (1999). Schools, communities and pedagogies: Diverse possibilities. In: Global Issues and Local Effects: The Challenge for Educational Research. Australian Association for Research in Education Conference, Melbourne, (). 27 November - 2 December 1999.
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. In: 8th European Conference for Research on Learning and Instruction. 8th European Conference for Research on Learning and Instruction, Goteborg, Sweden, (412-413). 24-28 Aug, 1999.
Renshaw, P. and Brown, R. (1999). Relating everyday and scientific discourse in the classroom: Interweaving, replacement, or pastiche?. In: 8th European Conference for Research on Learning and Instruction. 8th European Conference for Research on Learning and Instruction, Goteborg, Sweden, (413-415). 24-28 Aug, 1999.
Brown, R. and Renshaw, P. (1999). Speaking with authority in episodes of mathematical discourse. In: J. M. Truran and K. M. Truran, Making the Difference: Proceedings of the Twenty-Second Annual Conference of The Mathematics Education Research Group of Australasia. MERGA 22, Adelaide, (113-119). 4-7 July 1999.
Research Reports
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:
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