Doctor Jose Hanham

Doctor Jose Hanham

Secondary Education Specialist,
Secondary Education


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

Google Scholar


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


Phone: (02) 47360 194
Location: J.G.07
Penrith (Kingswood)

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Previous Teaching Areas

  • 102081 Adolescent Development and Teaching, 2015
  • 102207 The Brain and Learning, 2015



  • Lee, C., Hanham, J. and Leppink, J. (2019), 'Instructional Design Principles for High-Stakes Problem-Solving Environments', : Springer 9789811328077.

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 Publishing 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.

Journal Articles

  • Reyna, J., Hanham, J., Vlachopoulos, P. and Meier, P. (2021), 'A systematic approach to designing, implementing, and evaluating Learner-Generated Digital Media (LGDM) assignments and its effect on self-regulation in tertiary science education', Research in Science Education, vol 51, no 6 , pp 1501 - 1527.
  • Lee, C., Hanham, J., Kannangara, K. and Qi, J. (2021), 'Exploring user experience of digital pen and tablet technology for learning chemistry : applying an activity theory lens', Heliyon, vol 7, no 1 .
  • Radley, A., Jones, C., Hanham, J. and Richards, M. (2021), 'Matjarr Djuyal : how using gesture in teaching Gathang helps preschoolers learn nouns', Languages, vol 6, no 2 .
  • Hanham, J., Lee, C. and Teo, T. (2021), 'The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring', Computers and Education, vol 172 .
  • Hanham, J., McCormick, J. and Hendry, A. (2020), 'Project-based learning groups of friends and acquaintances : the role of efficacy beliefs', Journal of Educational Research, vol 113, no 2 , pp 133 - 144.
  • Berger, N., Hanham, J., Stevens, C. and Holmes, K. (2019), 'Immediate feedback improves career decision self-efficacy and aspirational alignment', Frontiers in Psychology, vol 10 .
  • Reyna, J., Hanham, J., Vlachopoulos, P. and Meier, P. (2019), 'Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education', Australasian Journal of Educational Technology, vol 35, no 5 , pp 128 - 152.
  • 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.
  • Reyna, J., Hanham, J. and Meier, P. (2018), 'The internet explosion, digital media principles and implications to communicate effectively in the digital space', E-Learning and Digital Media, vol 15, no 1 , pp 36 - 52.
  • Reyna, J., Hanham, J. and Meier, P. (2018), 'A framework for digital media literacies for teaching and learning in higher education', E-Learning and Digital Media, vol 15, no 4 , pp 176 - 190.
  • 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.
  • Reyna, J., Hanham, J. and Meier, P. (2017), 'A taxonomy of digital media types for learner-generated digital media assignments', E-Learning and Digital Media, vol 14, no 6 , pp 309 - 322.
  • 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.

Conference Papers

  • Reyna, J., Todd, B. and Hanham, J. (2020), 'A practical framework to design educational webinars in the age of COVID-19', ED-MEDIA (Conference), Online.
  • Reyna, J., Hanham, J. and Todd, B. (2020), 'Flipping the classroom in first-year science students using H5P modules', ED-MEDIA (Conference), Online.
  • 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. (2017), 'I believe I am capable in my role, but what do my fellow team members believe? : self-efficacy and proxy-efficacy beliefs in small groups', International Symposium on Education, Psychology and Social Sciences, Kyoto, Japan.
  • Hanham, J. and McCormick, J. (2009), 'Motivational processes of school friendship and acquaintance groups', Motivation and Cognition Conference, Sydney, N.S.W..

Other Publications

  • 2017, 'Evaluating the Impact of Online Tutoring (YourTutor): Final Report', Report
  • 2017, 'Microsoft Partnership Project with WSU: Final Report', Report
  • 2014, 'The Experience of Young People Transitioning from Juvenile Justice Back into the Community: Final Report', Report

Previous Projects

Title: Microsoft Surface Evaluation Project (24332.15366 - changed to 20141.60405)
  • Microsoft Pty Ltd
Western Researchers: Chwee Beng Lee and Jose Hanham
Years: 2016-10-20 - 2017-06-20
ID: P00024219
Title: Evaluating the impact of online tutoring (YourTutor)
  • YourTutor Pty Limited
Western Researchers: Chwee Beng Lee and Jose Hanham
Years: 2016-11-15 - 2017-09-29
ID: P00024466
Title: Research evaluation of the impact of a game-based App on high school students' learning
  • Trap Ed Pty Ltd
Western Researchers: Chwee Beng Lee, Jose Hanham and Lynde Tan
Years: 2017-07-24 - 2018-01-15
ID: P00024169
Title: Catholic Education Diocese of Parramatta Research Partnership with Western Sydney University: Planning for 2022
  • Catholic Education Office Diocese of Parramatta
Western Researchers: Jose Hanham
Years: 2021-11-17 - 2021-12-09
ID: P00027642

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