2026 Peter Renshaw: Social Sciences and Humanities Researcher – H-Index, Publications & Awards

Discipline name	D-Index	World Ranking	Current World Ranking	National Ranking	Current National Ranking	Publications	Citations
Social Sciences and Humanities	34	6858	6367	487	470	164	7780

Peter Renshaw publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Peter Renshaw sits on this spectrum.

44 publications 570+

This scientist: 164 publications — 49th percentile

49% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Peter Renshaw D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Peter Renshaw sits on this spectrum.

30 D-Index 100+

This scientist: 34 D-Index — 13th percentile

13% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Overview

Peter Renshaw is affiliated with the University of Queensland in Australia and has contributed extensively to research in social sciences, focusing primarily on education and its related interdisciplinary fields. Their work explores a range of topics from innovative educational practices to environmental and cultural studies within educational contexts.

The main fields of study in Renshaw's research include social sciences, with significant attention to education. Subfields comprise education, sociology and political science, human factors and ergonomics, developmental and educational psychology, and cultural studies. The research topics they cover highlight children's rights and participation, innovative education and learning practices, posthumanist ethics and activism, innovative teaching and learning methods, art education and development, early childhood education and development, and environmental education and sustainability.

Among Peter Renshaw's recent papers are:

"Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis," 2020, published in Learning Culture and Social Interaction
"Crossing the 'bridges' and navigating the 'learning gaps': Chinese students learning across two systems in a transnational higher education programme," 2020, published in Higher Education Research & Development
"Feeling for the Anthropocene: Placestories of living justice," 2021, published in The Australian Educational Researcher
"Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic: An Activity Theoretic Reflection," 2020, published in Best Evidence of Chinese Education
"Enchantment and digital technologies: Cultivating children's enchantment with the more-than-human through video-walks in local places," 2023, published in The Journal of Environmental Education

Frequent collaborators in their research include Ron Tooth, Kirsty Jackson, Clarence Ng, Mark W. Wiggins, and Harriet Mortlock. These co-authors have contributed to various projects that intersect across education, sociology, and environmental studies.

Renshaw's research has been published most frequently in the following venues:

Higher Education Research & Development
The Journal of Environmental Education
Learning Culture and Social Interaction
The Australian Educational Researcher
Best Evidence of Chinese Education

Best Publications

Loneliness in children.

Steven R. Asher;Shelley Hymel;Peter D. Renshaw

2065
Citations
Socially mediated metacognition: creating collaborative zones of proximal development in small group problem solving

Merrilyn Goos;Peter Galbraith;Peter David Renshaw

640
Citations
Children's goals and strategies for social interaction.

Peter D. Renshaw;Steven R. Asher

437
Citations
Loneliness in Middle Childhood: Concurrent and Longitudinal Predictors

Peter D. Renshaw;Peter J. Brown

330
Citations
Perspectives on technology mediated learning in secondary school mathematics classrooms

Merrilyn Goos;Peter Galbraith;Peter David Renshaw;Vince Geiger

276
Citations
Chinese students at an Australian university: Adaptability and continuity

S.E. Volet;P.D. Renshaw

250
Citations
A short‐term longitudinal investigation of cross‐cultural differences in study approaches using Biggs' SPQ questionnaire

S. E. Volet;P. D. Renshaw;K. Tietzel

218
Citations
Reshaping teacher and student roles in technology-enriched classrooms

Merrilyn Goos;Peter Galbraith;Peter Renshaw;Vince Geiger

194
Citations
Peer acceptance and rejection in childhood

Shelley Hymel;Tracy Vaillancourt;Patricia McDougal;Peter David Renshaw

164
Citations
Positioning Students as Actors and Authors: A Chronotopic Analysis of Collaborative Learning Activities.

Raymond Albert Joseph Brown;Peter David Renshaw

164
Citations
Social Competence and Peer Status: The Distinction Between Goals and Strategies

Peter D. Renshaw;Steven R. Asher

155
Citations
Differentiated learning: from policy to classroom

Martin Mills;Sue Leticia Monk;Amanda Keddie;Peter Renshaw

152
Citations
Collective argumentation: A sociocultural approach to reframing classroom teaching and learning.

Raymond A. J. Brown;Peter D. Renshaw

148
Citations
Establishing a community of practice in a secondary mathematics classroom

Merrilyn Goos;Peter Galbraith;Peter Renshaw

142
Citations
Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals

Simone E. Volet;Peter D. Renshaw

127
Citations
Teaching as a research-informed and research-informing profession

Bob Lingard;Peter Renshaw

112
Citations
A money problem: A source of insight into problem solving action

Merrilyn Goos;Peter Galbraith;Peter Renshaw

105
Citations
The Relevance of Sociocultural Theory to Culturally Diverse Partnerships and Communities

Levan Lim;Peter Renshaw

101
Citations
Productive Pedagogies: A redefined methodology for analysing quality teacher practice

Martin Mills;Merrilyn Goos;Amanda Keddie;Eileen Honan

100
Citations
Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions, contradictions and hybrid practices

Thanh Hong Thi Pham;Peter D Renshaw

98
Citations
Cultures of learning

Kristiina Kumpulainen;Peter Renshaw

96
Citations

Frequent Co-Authors

Merrilyn Goos University of Limerick

Martin Mills University College London

Steven R. Asher Duke University

Simone Volet Murdoch University

M. Obaidul Hamid University of Queensland

Bob Lingard Australian Catholic University

Pam Christie University of Cape Town

Robyn M. Gillies University of Queensland

Louise H. Phillips University of Aberdeen

Tracy Vaillancourt University of Ottawa

External Links

Personal website of Peter Renshaw Google Scholar page

If you think any of the details on this page are incorrect, let us know.

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