Doctor Jose Hanham
Aca (secondary Education),
Secondary Education (soe)
Secondary Education Specialist,
Secondary Education (soe)
Dr. Hanham is a trained history teacher and researcher in educational psychology. His research areas are group-based learning with adolescents, instructional design, and mentoring in vulnerable populations.
Dr. Hanham carries out empirical research in primary and secondary schools within the NSW Public and Catholic education systems. He also conducted research in partnership with community organisations (Shine for Kids - Mentoring of young people in juvenile justice). Dr. Hanham holds an adjunct position at Thompson Rivers University, Canada, where he has carried out research on the mentoring of students from First Nations backgrounds.
Findings from Dr. Hanham’s research programs have been published in leading educational journals, including Educational Psychology Review and Learning and Instruction.
He has a background in both sophisticated quantitative methods (e.g., structural equation and multilevel modelling) and qualitative methods (e.g., observation analysis and interviews).
Dr. Hanham is currently the Academic Course Advisor in the Master of Teaching (Secondary) program and was previously the Academic Course Advisor for the undergraduate pathways to teaching programs. He is a lecturer for two units: i) Adolescent Development and Teaching ii) The Brain and Learning (online unit).
As an academic of Australian/New Zealand Maori heritage, Dr. Hanham regularly contributes to Indigenous media programs (e.g., Tangata Whenua "People of the Land").
For a full list of my current publications
Research Gate https://www.researchgate.net/profile/Jose_Hanham
This information has been contributed by Doctor Hanham.
- PHD University of New South Wales
- Martial Arts, Greek Bouzouki, Reggae Music
Organisational Unit (School / Division)
- Secondary Education (soe)
- Secondary Education (soe)
|Phone:||(02) 47360 194|
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Previous Teaching Areas
- 102081 Adolescent Development and Teaching, 2015
- 102207 The Brain and Learning, 2015
Chapters in Books
- McCormick, J., Alavi, S. and Hanham, J. (2015), 'The importance of context when applying social cognitive theory in organizations', Handbook of Research on Management Ideas and Panaceas, Edward Elgar 9781783475599.
- Hanham, J. and McCormick, J. (2010), 'Friendship and the development of schools students' collaborative learning skills', Friendships; Types, Cultural, Psychological and Social Aspects, Nova Science Publishers, Inc. 9781616680084.
- Hanham, J. and McCormick, J. (2018), 'A multilevel study of self-beliefs and student behaviors in a group problem-solving task', Journal of Educational Research, vol 111, no 2 , pp 201 - 212.
- Orlando, J., Hanham, J. and Ullman, J. (2018), 'Exploring intentional use of a technological proxy, Turnitin, to enhance student academic literacy practices', Australasian Journal of Educational Technology, vol 34, no 4 , pp 44 - 56.
- Tracey, D. and Hanham, J. (2017), 'Applying positive psychology to illuminate the needs of adolescent males transitioning out of juvenile detention', International Journal of Offender Therapy and Comparative Criminology, vol 61, no 1 , pp 64 - 79.
- Hanham, J. and Tracey, D. (2017), 'Evolution of mentoring relationships involving young male offenders transitioning from a juvenile justice centre to the community', Youth Justice, vol 17, no 2 , pp 116 - 133.
- Hanham, J., Leahy, W. and Sweller, J. (2017), 'Cognitive load theory, element interactivity, and the testing and reverse testing effects', Applied Cognitive Psychology, vol 31, no 3 , pp 265 - 280.
- Leahy, W., Hanham, J. and Sweller, J. (2015), 'High element interactivity information during problem solving may lead to failure to obtain the testing effect', Educational Psychology Review, vol 27, no 2 , pp 291 - 304.
- Hanham, J., Ullman, J., Orlando, J. and McCormick, J. (2014), 'Intentional learning with technological proxies : goal orientations and efficacy beliefs', Australian Journal of Education, vol 58, no 1 , pp 36 - 49.
- Kalyuga, S. and Hanham, J. (2011), 'Instructing in generalized knowledge structures to develop flexible problem solving skills', Computers in Human Behavior, vol 27, no 1 , pp 63 - 68.
- Hanham, J. and McCormick, J. (2009), 'Group work in schools with close friends and acquaintances : linking self-processes with group processes', Learning and Instruction, vol 19, no 3 , pp 214 - 227.
- Hanham, J. and McCormick, J. (2008), 'Relationships between self-processes and group processes with friends and acquaintances', Issues in Educational Research, vol 18, no 2 , pp 118 - 137.
- Reyna, J., Meier, P., Hanham, J., Vlachopoulos, P. and Rodgers, K. (2017), 'Learner-generated digital media (LGDM) framework', International Technology, Education and Development Conference, Valencia, Spain.
- Hanham, J. and McCormick, J. (2009), 'Motivational processes of school friendship and acquaintance groups', Motivation and Cognition Conference, Sydney, N.S.W..
- 2017, 'Evaluating the Impact of Online Tutoring (YourTutor): Final Report', Research Report
- 2017, 'Microsoft Partnership Project with WSU: Final Report', Research Report
- 2014, 'The Experience of Young People Transitioning from Juvenile Justice Back into the Community: Final Report', Research Report
|Title:||Microsoft Surface Evaluation Project (24332.15366 - changed to 20141.60405)|
|Western Researchers:||Chwee Beng Lee and Jose Hanham|
|Years:||2016-10-20 - 2017-06-20|
|Title:||Research evaluation of the impact of a game-based App on high school students' learning|
|Western Researchers:||Chwee Beng Lee, Jose Hanham, Lynde Tan and Nathan Berger|
|Years:||2017-07-24 - 2018-01-15|