| Scaffolding in teacher–student interaction: A decade of research J Van de Pol, M Volman, J Beishuizen Educational psychology review 22, 271-296, 2010 | 2642 | 2010 |
| The relation between intellectual and metacognitive skills from a developmental perspective MVJ Veenman, P Wilhelm, JJ Beishuizen Learning and instruction 14 (1), 89-109, 2004 | 757 | 2004 |
| Developing a teacher identity in the university context: A systematic review of the literature T Van Lankveld, J Schoonenboom, M Volman, G Croiset, J Beishuizen Higher education research & development 36 (2), 325-342, 2017 | 580 | 2017 |
| Students’ and teachers’ cognitions about good teachers JJ Beishuizen, E Hof, CM Van Putten, S Bouwmeester, JJ Asscher British Journal of Educational Psychology 71 (2), 185-201, 2001 | 324 | 2001 |
| The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support J Van de Pol, M Volman, F Oort, J Beishuizen Instructional Science 43, 615-641, 2015 | 296 | 2015 |
| Patterns of contingent teaching in teacher–student interaction J Van de Pol, M Volman, J Beishuizen Learning and Instruction 21 (1), 46-57, 2011 | 247 | 2011 |
| Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint MVJ Veenman, JJ Beishuizen Learning and instruction 14 (6), 621-640, 2004 | 233 | 2004 |
| Promoting teacher scaffolding in small-group work: A contingency perspective J van de Pol, M Volman, J Beishuizen Teaching and teacher education 28 (2), 193-205, 2012 | 168 | 2012 |
| Student learning experience as indicator of teaching quality Z Zerihun, J Beishuizen, W Van Os Educational Assessment, Evaluation and Accountability 24, 99-111, 2012 | 167 | 2012 |
| A conceptual framework for research on self-regulated learning J Beishuizen, K Steffens Self-regulated learning in technology enhanced learning environments: A …, 2011 | 163 | 2011 |
| The challenges of beginning teachers in urban primary schools L Gaikhorst, J Beishuizen, B Roosenboom, M Volman European Journal of Teacher Education 40 (1), 46-61, 2017 | 152 | 2017 |
| Teacher scaffolding in small-group work: An intervention study J van de Pol, M Volman, F Oort, J Beishuizen Journal of the Learning Sciences 23 (4), 600-650, 2014 | 150 | 2014 |
| Contribution of a professional development programme to the quality and retention of teachers in an urban environment L Gaikhorst, JJ Beishuizen, BJH Zijlstra, MLL Volman European Journal of Teacher Education 38 (1), 41-57, 2015 | 131 | 2015 |
| Content effects in self-directed inductive learning P Wilhelm, JJ Beishuizen Learning and instruction 13 (4), 381-402, 2003 | 127 | 2003 |
| Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention … L Gaikhorst, JJ Beishuizen, IM Korstjens, MLL Volman Teaching and Teacher Education 42, 23-33, 2014 | 125 | 2014 |
| Studying textbooks: Effects of learning styles, study task, and instruction J Beishuizen, E Stoutjesdijk, K Van Putten Learning and Instruction 4 (2), 151-174, 1994 | 120 | 1994 |
| Study strategies in a computer assisted study environment JJ Beishuizen, ET Stoutjesdijk Learning and instruction 9 (3), 281-301, 1999 | 108 | 1999 |
| Does a community of learners foster self‐regulated learning? J Beishuizen Technology, Pedagogy and Education 17 (3), 183-193, 2008 | 99 | 2008 |
| Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers T Van Lankveld, J Schoonenboom, RA Kusurkar, M Volman, J Beishuizen, ... Advances in Health Sciences Education 22, 601-622, 2017 | 91 | 2017 |
| The sustainability of a teacher professional development programme for beginning urban teachers L Gaikhorst, JJJ Beishuizen, BJH Zijlstra, MLL Volman Cambridge journal of education 47 (1), 135-154, 2017 | 84 | 2017 |
Janneke van de polAssistant Professor, University of Utrechtuu.nl üzerinde doğrulanmış e-posta adresine sahip
