Graham D. Hendry

2.1k total citations
47 papers, 1.5k citations indexed

About

Graham D. Hendry is a scholar working on Education, Public Health, Environmental and Occupational Health and Developmental and Educational Psychology. According to data from OpenAlex, Graham D. Hendry has authored 47 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 38 papers in Education, 21 papers in Public Health, Environmental and Occupational Health and 8 papers in Developmental and Educational Psychology. Recurrent topics in Graham D. Hendry's work include Evaluation of Teaching Practices (23 papers), Innovations in Medical Education (20 papers) and Reflective Practices in Education (12 papers). Graham D. Hendry is often cited by papers focused on Evaluation of Teaching Practices (23 papers), Innovations in Medical Education (20 papers) and Reflective Practices in Education (12 papers). Graham D. Hendry collaborates with scholars based in Australia, Sweden and Russia. Graham D. Hendry's co-authors include Patricia M. Lyon, Susan Armstrong, Richard Walker, Paul Ginns, Greg Ryan, Kate Thomson, Leslie Schrieber, Amani Bell, Gillian Nisbet and Michael J. Field and has published in prestigious journals such as Medical Education, Science Education and The Medical Journal of Australia.

In The Last Decade

Graham D. Hendry

46 papers receiving 1.3k citations

Peers

Graham D. Hendry

EDUCA

PHEOH

DEP

GHP

Jos Moust Netherlands

Tony Harland New Zealand

Peter Lucas Australia

Joe F. Donaldson United States

Ann Stes Belgium

Sanneke Bolhuis Netherlands

Jan McKay Hong Kong

Joanna Tai Australia

Liesbeth Baartman Netherlands

Renske de Kleijn Netherlands

Jos Moust Netherlands

Graham D. Hendry

1.2k ×1.1

EDUCA

599 ×1.4

PHEOH

371 ×1.6

DEP

117 ×0.6

GHP

68 ×1.0

Citations per year, relative to Graham D. Hendry Graham D. Hendry (= 1×) peers Jos Moust

Countries citing papers authored by Graham D. Hendry

Since Specialization

Citations

This map shows the geographic impact of Graham D. Hendry's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Graham D. Hendry with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Graham D. Hendry more than expected).

Fields of papers citing papers by Graham D. Hendry

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Graham D. Hendry. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Graham D. Hendry. The network helps show where Graham D. Hendry may publish in the future.

Co-authorship network of co-authors of Graham D. Hendry

This figure shows the co-authorship network connecting the top 25 collaborators of Graham D. Hendry. A scholar is included among the top collaborators of Graham D. Hendry based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Graham D. Hendry. Graham D. Hendry is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Ryan, Mary & Graham D. Hendry. (2022). Sources of teacher efficacy in teaching reading: success, sharing, and support. The Australian Journal of Language and Literacy. 46(1). 1–14. 7 indexed citations

Li, Liang, et al.. (2022). A review of tertiary formative assessment using digital technology in the past decade: what has been facilitated?. RiuNet (Politechnical University of Valencia). 1 indexed citations

Hendry, Graham D., Peter White, & Catherine A. Herbert. (2016). Providing exemplar-based ‘feedforward’ before an assessment: The role of teacher explanation. Active Learning in Higher Education. 17(2). 99–109. 39 indexed citations

Curwood, Jen Scott, Martin Tomitsch, Kate Thomson, & Graham D. Hendry. (2015). Professional learning in higher education: Understanding how academics interpret student feedback and access resources to improve their teaching. Australasian Journal of Educational Technology. 31(5). 15 indexed citations

Hendry, Graham D. & Judy Anderson. (2012). Helping students understand the standards of work expected in an essay: using exemplars in mathematics pre-service education classes. Assessment & Evaluation in Higher Education. 38(6). 754–768. 31 indexed citations

Hendry, Graham D., et al.. (2011). Implementing standards-based assessment effectively: incorporating discussion of exemplars into classroom teaching. Assessment & Evaluation in Higher Education. 37(2). 149–161. 59 indexed citations

Hendry, Graham D., et al.. (2009). Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject. Assessment & Evaluation in Higher Education. 36(1). 1–11. 73 indexed citations

Hendry, Graham D. & Paul Ginns. (2009). Readiness for self-directed learning: Validation of a new scale with medical students. Medical Teacher. 31(10). 918–920. 54 indexed citations

Nisbet, Gillian, et al.. (2008). Interprofessional learning for pre-qualification health care students: An outcomes-based evaluation. Journal of Interprofessional Care. 22(1). 57–68. 83 indexed citations

10.

Hendry, Graham D., et al.. (2007). Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program. Assessment & Evaluation in Higher Education. 32(2). 143–157. 30 indexed citations

11.

Bradshaw, David A. & Graham D. Hendry. (2006). Independent Student Study Groups: Benefits for Students' Self-regulated Learning and Achievement. Focus on Health Professional Education A Multi-Professional Journal. 8(2). 22. 4 indexed citations

12.

Hendry, Graham D., Patricia M. Lyon, Michael Prosser, & Daniel Sze. (2006). Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program. Medical Teacher. 28(6). 573–575. 25 indexed citations

13.

Hendry, Graham D., et al.. (2005). Independent student study groups. Medical Education. 39(7). 672–679. 37 indexed citations

14.

Hendry, Graham D., et al.. (2003). Group problems in problem-based learning. Medical Teacher. 25(6). 609–616. 103 indexed citations

15.

Hendry, Graham D., Huy P. Phan, Patricia M. Lyon, & Jill Gordon. (2002). Student evaluation of expert and non-expert problem-based learning tutors. Medical Teacher. 24(5). 544–549. 27 indexed citations

16.

Hendry, Graham D., Robert G. Cumming, Patricia M. Lyon, & Jill Gordon. (2001). Student-centred Course Evaluation in a Four-year, Problem Based Medical Programme: Issues in collection and management of feedback. Assessment & Evaluation in Higher Education. 26(4). 327–339. 34 indexed citations

17.

Schrieber, Leslie, Graham D. Hendry, & David J. Hunter. (2000). Musculoskeletal examination teaching in rheumatoid arthritis education: trained patient educators compared to nonspecialist doctors.. PubMed. 27(6). 1531–2. 31 indexed citations

18.

Hendry, Graham D., et al.. (1999). Patients teach students: partners in arthritis education. Medical Education. 33(9). 674–677. 44 indexed citations

19.

Hendry, Graham D.. (1994). Australian Higher Education, Constructivism and the Relevance of the Transmission View: A Reply to Coady and Miller.. Australian universities' review. 37(1). 41–46. 2 indexed citations

20.

Hendry, Graham D.. (1992). A constructivist theory of learning: implications for teaching. Research Online (University of Wollongong). 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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