Sanne Akkerman

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Arthur BakkerUniversity of AmsterdamVerified email at uva.nl
Wilfried AdmiraalOslo Metropolitan UniversityVerified email at oslomet.no
Larike H BronkhorstUtrecht UniversityVerified email at uu.nl
Theo WubbelsUniversiteit UtrechtVerified email at uu.nl
P.Robert-Jan Simonsemeritus hoogleraar digitale didactiek, universiteit UtrechtVerified email at uu.nl
B.G.J.WansinkUniversity UtrechtVerified email at uu.nl
Jan VermuntProfessor of Learning Sciences and Educational Innovation, Eindhoven University of TechnologyVerified email at tue.nl
Albert PilotVerified email at uu.nl
Paulien C. MeijerRadboud University NijmegenVerified email at docentenacademie.ru.nl
Antoine Van den BeemtAssociate professor Eindhoven School of Education, Eindhoven University of TechnologyVerified email at tue.nl
Jonne VulperhorstUtrecht UniversityVerified email at uu.nl
Mieke BrekelmansProfessor of Education, Utrecht University, The NetherlandsVerified email at uu.nl
Jan van TartwijkProfessor of Education, Utrecht UniversityVerified email at uu.nl
N VerloopProfessor of Education, Leiden University, The NetherlandsVerified email at iclon.leidenuniv.nl
Marjolein DobberUniversitair Docent Onderwijswetenschappen, Vrije Universiteit AmsterdamVerified email at vu.nl
Theo NiessenProfessor (Lector) 'Strengthening the impact of practice-oriënted research'Verified email at fontys.nl
monica wijersUtrecht UniversityVerified email at uu.nl
Piet Van den BosscheUniversity of Antwerp & Maastricht UniversityVerified email at ua.ac.be
Wim GijselaersProfessor of Educational Sciences, Maastricht UniversityVerified email at maastrichtuniversity.nl
Maarten de LaatCo-director Centre for Change and Complexity in Learning (C3L), University of South AustraliaVerified email at unisa.edu.au

Sanne Akkerman

Utrecht University

Verified email at uu.nl

crossing boundaries of disciplines/professions/organizations interest development and educational trajectories


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Boundary crossing and boundary objects SF Akkerman, A Bakker Review of educational research 81 (2), 132-169, 2011	3548	2011
A dialogical approach to conceptualizing teacher identity SF Akkerman, PC Meijer Teaching and teacher education 27 (2), 308-319, 2011	1875	2011
Mobile game‐based learning in secondary education: engagement, motivation and learning in a mobile city game J Huizenga, W Admiraal, S Akkerman, G Dam Journal of computer assisted learning 25 (4), 332-344, 2009	938	2009
The concept of flow in collaborative game-based learning W Admiraal, J Huizenga, S Akkerman, G Ten Dam Computers in human behavior 27 (3), 1185-1194, 2011	657	2011
Auditing quality of research in social sciences S Akkerman, W Admiraal, M Brekelmans, H Oost Quality & quantity 42, 257-274, 2008	459	2008
Crossing boundaries between school and work during apprenticeships SF Akkerman, A Bakker Vocations and learning 5, 153-173, 2012	312	2012
Multilevel boundary crossing in a professional development school partnership S Akkerman, T Bruining Journal of the Learning Sciences 25 (2), 240-284, 2016	300	2016
Storification in History education: A mobile game in and about medieval Amsterdam S Akkerman, W Admiraal, J Huizenga Computers & Education 52 (2), 449-459, 2009	260	2009
At the boundary of school: Continuity and discontinuity in learning across contexts LH Bronkhorst, SF Akkerman Educational Research Review 19, 18-35, 2016	238	2016
Reconsidering group cognition: From conceptual confusion to a boundary area between cognitive and socio-cultural perspectives? S Akkerman, P Van den Bossche, W Admiraal, W Gijselaers, M Segers, ... Educational Research Review 2 (1), 39-63, 2007	221	2007
Learning at the boundary: An introduction SF Akkerman, A Bakker International journal of educational research 50 (1), 1-5, 2011	218	2011
Where does teaching multiperspectivity in history education begin and end? An analysis of the uses of temporality B Wansink, S Akkerman, I Zuiker, T Wubbels Theory & Research in Social Education 46 (4), 495-527, 2018	157	2018
Considering diversity: Multivoicedness in international academic collaboration S Akkerman, W Admiraal, RJ Simons, T Niessen Culture & Psychology 12 (4), 461-485, 2006	152	2006
Re‐theorising the student dialogically across and between boundaries of multiple communities SF Akkerman, M Van Eijck British Educational Research Journal 39 (1), 60-72, 2013	141	2013
Do honors students have more potential for excellence in their professional lives? K Scager, SF Akkerman, F Keesen, M Tim Mainhard, A Pilot, T Wubbels Higher Education 64, 19-39, 2012	123	2012
Organising communities‐of‐practice: Facilitating emergence S Akkerman, C Petter, M de Laat Journal of Workplace Learning 20 (6), 383-399, 2008	120	2008
A boundary-crossing approach to support students’ integration of statistical and work-related knowledge A Bakker, SF Akkerman Educational Studies in Mathematics 86 (2), 223-237, 2014	119	2014
Challenging high-ability students K Scager, SF Akkerman, A Pilot, T Wubbels Studies in higher education 39 (4), 659-679, 2014	102	2014
The complexity of educational design research SF Akkerman, LH Bronkhorst, I Zitter Quality & Quantity 47, 421-439, 2013	101	2013
Student teachers’ collaborative research: Small-scale research projects during teacher education M Dobber, SF Akkerman, N Verloop, JD Vermunt Teaching and teacher education 28 (4), 609-617, 2012	101	2012

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