| Loneliness in children SR Asher, S Hymel, PD Renshaw Child development, 1456-1464, 1984 | 2163 | 1984 |
| Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving M Goos, P Galbraith, P Renshaw Educational studies in Mathematics 49, 193-223, 2002 | 722 | 2002 |
| Children without friends: Social knowledge and social skill training SR Asher, PD Renshaw The development of children's friendships, 273-296, 1981 | 712 | 1981 |
| Children's goals and strategies for social interaction PD Renshaw, SR Asher Merrill-Palmer Quarterly (1982-), 353-374, 1983 | 459 | 1983 |
| Loneliness in middle childhood: Concurrent and longitudinal predictors PD Renshaw, PJ Brown Child development 64 (4), 1271-1284, 1993 | 346 | 1993 |
| Perspectives on technology mediated learning in secondary school mathematics classrooms M Goos, P Galbraith, P Renshaw, V Geiger The Journal of Mathematical Behavior 22 (1), 73-89, 2003 | 286 | 2003 |
| Collaborative learning J Van der Linden, G Erkens, H Schmidt, P Renshaw New learning, 37-54, 2000 | 276 | 2000 |
| Chinese students at an Australian university: Adaptability and continuity SE Volet, PD Renshaw The Chinese learner: Cultural, psychological and contextual influences, 205-220, 1996 | 262 | 1996 |
| A short‐term longitudinal investigation of cross‐cultural differences in study approaches using Biggs' SPQ questionnaire SE Volet, PD Renshaw, K Tietzel British Journal of Educational Psychology 64 (2), 301-318, 1994 | 230 | 1994 |
| Reshaping teacher and student roles in technology-enriched classrooms M Goos, P Galbraith, P Renshaw, V Geiger Mathematics Education Research Journal 12 (3), 303-320, 2000 | 210 | 2000 |
| Dialogic learning teaching and instruction: Theoretical roots and analytical frameworks PD Renshaw Dialogic learning: Shifting perspectives to learning, instruction, and …, 2004 | 185 | 2004 |
| Peer relations and the development of social skills SR Asher, PD Renshaw, S Hymel The young child: Reviews of research 3, 137-158, 1982 | 185 | 1982 |
| Peer acceptance and rejection in childhood S Hymel, T Vaillancourt, P McDougall, PD Renshaw Blackwell handbook of childhood social development, 265-284, 2002 | 183 | 2002 |
| Positioning students as actors and authors: A chronotopic analysis of collaborative learning activities R Brown, P Renshaw Mind, Culture, and Activity 13 (3), 247-259, 2006 | 182 | 2006 |
| Social competence and peer status: The distinction between goals and strategies PD Renshaw, SR Asher Peer relationships and social skills in childhood, 375-395, 1982 | 175 | 1982 |
| Differentiated learning: From policy to classroom M Mills, S Monk, A Keddie, P Renshaw, P Christie, D Geelan, C Gowlett Oxford review of education 40 (3), 331-348, 2014 | 174 | 2014 |
| Collective argumentation: A sociocultural approach to reframing classroom teaching and learning. RAJ Brown, PD Renshaw Pergamon/Elsevier Science Inc, 2000 | 158 | 2000 |
| Establishing a community of practice in a secondary mathematics classroom M Goos, P Galbraith, P Renshaw Mathematics Education, 101-126, 2003 | 148 | 2003 |
| A money problem: A source of insight into problem solving action M Goos, P Galbraith, P Renshaw International Journal for Mathematics Teaching and Learning, 1-21, 2000 | 142 | 2000 |
| Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals SE Volet, PD Renshaw Higher Education 30 (4), 407-433, 1995 | 140 | 1995 |
Peter GalbraithProfessor Emeritus,University of QueenslandVerified email at uq.edu.au
