Emeritus Professor Peter Renshaw
Emeritus Professor
School of Education
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 (2017). The politics of differentiation in schools. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315757278
Book Chapters
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
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
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
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 Ron Tooth. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315695389-2
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
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
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.
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.
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.
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
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, 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. doi: 10.1007/978-94-017-3368-7_25
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.
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.
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
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.
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
Journal Articles
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.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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. doi: 10.14221/ajte.2013v38n11.4
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. doi: 10.1017/s0814062600000434
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
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
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
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
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.
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
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 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. doi: 10.1023/A:1016625432567
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
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, 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.
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.
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
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
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
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
Conference Papers
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).
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Goos, M. E., Galbraith, P. L. and Renshaw, P. (2000). The thinking-talking-technology connection. ICME 9, Tokyo, 31 July - 6 August 2000. Tokyo:
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.
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.
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.
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.
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.
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.
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.
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.
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.