Graham D. Hendry
- Education top 0.5%
- Evaluation of Teaching Practices 23
- Reflective Practices in Education 12
- Problem and Project Based Learning 11
- Student Assessment and Feedback 9
- Education and Critical Thinking Development 7
- Higher Education Practises and Engagement 6
- Family Practice top 5%
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- Innovations in Medical Education 20
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- Interprofessional Education and Collaboration 4
In The Last Decade
Graham D. Hendry
46 papers receiving 1.3k citations
Peers
Comparison fields: 5 of 100
- Education 1.1k
- Family Practice 56
- Developmental and Educational Psychology 239
- Public Health, Environmental and Occupational Health 438
- Computer Science Applications 55
Countries citing papers authored by Graham D. Hendry
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
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
The 25 scholars most cited alongside Graham D. Hendry, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2022 | 7 | |
| 2 | 2022 | 1 | |
| 3 | 2016 | 39 | |
| 4 | 2015 | 15 | |
| 5 | 2012 | 31 | |
| 6 | 2011 | 59 | |
| 7 | 2009 | 73 | |
| 8 | 2009 | 54 | |
| 9 | 2008 | 83 | |
| 10 | 2007 | 30 | |
| 11 | Independent Student Study Groups: Benefits for Students' Self-regulated Learning and Achievement | 2006 | 4 |
| 12 | 2006 | 25 | |
| 13 | 2005 | 37 | |
| 14 | 2003 | 103 | |
| 15 | 2002 | 27 | |
| 16 | 2001 | 34 | |
| 17 | Musculoskeletal examination teaching in rheumatoid arthritis education: trained patient educators compared to nonspecialist doctors. | 2000 | 31 |
| 18 | 1999 | 44 | |
| 19 | Australian Higher Education, Constructivism and the Relevance of the Transmission View: A Reply to Coady and Miller. | 1994 | 2 |
| 20 | A constructivist theory of learning: implications for teaching | 1992 | 1 |
About Graham D. Hendry
Graham D. Hendry is a scholar working on Family Practice, Education and Public Health, Environmental and Occupational Health, having authored 47 papers that have together received 1.5k indexed citations. Recurring topics across this work include Evaluation of Teaching Practices (23 papers), Innovations in Medical Education (20 papers), Reflective Practices in Education (12 papers), Problem and Project Based Learning (11 papers), Student Assessment and Feedback (9 papers), Education and Critical Thinking Development (7 papers), Higher Education Practises and Engagement (6 papers) and Interprofessional Education and Collaboration (4 papers). The work is most often cited by research in Education (1.1k citations), Family Practice (56 citations) and Developmental and Educational Psychology (239 citations). Graham D. Hendry has collaborated with scholars based in Australia, Sweden and Russia. Frequent 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.
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.