Dr Graham Hendry
ph: (02) 9351 4820
fax: (02) 9351 4331
Graham began his academic career in teacher education at the University of Sydney in the then Faculty of Education. His background is in educational psychology. Graham’s research interests include teaching and student learning in higher education, and university teachers' professional learning. His most recent research has focussed on students’ perceptions of the usefulness of exemplars and benefits to staff of peer observational learning.
Hendry, G. D., Bell, A. & Thomson, K. (2014). Learning by observing a peer’s teaching situation. International Journal for Academic Development, 19(4), 318-329.
Hendry, G. D. & Jukic, K. (2014). Learning about the quality of work that teachers expect: Students’ perceptions of exemplar marking versus teacher explanation. Journal of University Teaching & Learning Practice, 11(2), 1-10.
Hendry, G. D. & Tomitsch, M. (2014). Implementing an exemplar-based approach in an interaction design subject: Enhancing students’ awareness of the need to be creative. International Journal of Technology and Design Education, 24(3), 337-348.
Hendry, G. D. (2013). Integrating feedback with classroom teaching: Using exemplars to scaffold learning. In S. Merry, M. Price, D. Carless & M. Taras (Eds.) Reconceptualising feedback in higher education: Developing dialogue with students (pp. 133-141). Abingdon: Routledge.
Hendry, G. D. & Anderson, J. (2013). Helping students understand the standards of work expected in an essay: Using exemplars in mathematics pre-service education classes. Assessment and Evaluation in Higher Education, 38(6), 754-768.
Hendry, G. D., Armstrong, S. and Bromberger, N. (2012). Implementing standards-based assessment effectively: Incorporating discussion of exemplars into classroom teaching. Assessment & Evaluation in Higher Education, 37(2), 149-161.
Hendry, G. D., Bromberger, N. & Armstrong, S. (2011) 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.
Hendry, G. D. & Ginns, P. (2009). Readiness for self-directed learning: Validation of a new scale with medical students. Medical Teacher, 31(10), 918-920.
Hendry, G. D. (2009). Problem-based learning tutors' conceptions of their development as tutors. Medical Teacher, 31(2), 145-150.