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Social Sciences and Humanities

D-Index
34
Citations
7780
World Ranking
6859
National Ranking
489

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

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

    Merrilyn Goos;Peter Galbraith;Peter David Renshaw

  • Children's goals and strategies for social interaction.

    Peter D. Renshaw;Steven R. Asher

  • Loneliness in Middle Childhood: Concurrent and Longitudinal Predictors

    Peter D. Renshaw;Peter J. Brown

  • Perspectives on technology mediated learning in secondary school mathematics classrooms

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

  • Chinese students at an Australian university: Adaptability and continuity

    S.E. Volet;P.D. Renshaw

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

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

  • Reshaping teacher and student roles in technology-enriched classrooms

    Merrilyn Goos;Peter Galbraith;Peter Renshaw;Vince Geiger

  • Peer acceptance and rejection in childhood

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

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

    Raymond Albert Joseph Brown;Peter David Renshaw

  • Social Competence and Peer Status: The Distinction Between Goals and Strategies

    Peter D. Renshaw;Steven R. Asher

  • Differentiated learning: from policy to classroom

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

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

    Raymond A. J. Brown;Peter D. Renshaw

  • Establishing a community of practice in a secondary mathematics classroom

    Merrilyn Goos;Peter Galbraith;Peter Renshaw

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

    Simone E. Volet;Peter D. Renshaw

  • Teaching as a research-informed and research-informing profession

    Bob Lingard;Peter Renshaw

  • A money problem: A source of insight into problem solving action

    Merrilyn Goos;Peter Galbraith;Peter Renshaw

  • The Relevance of Sociocultural Theory to Culturally Diverse Partnerships and Communities

    Levan Lim;Peter Renshaw

  • Productive Pedagogies: A redefined methodology for analysing quality teacher practice

    Martin Mills;Merrilyn Goos;Amanda Keddie;Eileen Honan

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

    Thanh Hong Thi Pham;Peter D Renshaw

  • Cultures of learning

    Kristiina Kumpulainen;Peter Renshaw

Frequent Co-Authors

Merrilyn Goos
Merrilyn Goos University of Limerick
Martin Mills
Martin Mills University College London
Steven R. Asher
Steven R. Asher Duke University
Simone Volet
Simone Volet Murdoch University
Bob Lingard
Bob Lingard Australian Catholic University
Robyn M. Gillies
Robyn M. Gillies University of Queensland
Louise H. Phillips
Louise H. Phillips University of Aberdeen
Doune Macdonald
Doune Macdonald University of Queensland
Richard Tinning
Richard Tinning University of Queensland
Tracy Vaillancourt
Tracy Vaillancourt University of Ottawa

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