Anje Ros

817 total citations
24 papers, 574 citations indexed

About

Anje Ros is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Anje Ros has authored 24 papers receiving a total of 574 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 9 papers in Developmental and Educational Psychology and 7 papers in Sociology and Political Science. Recurrent topics in Anje Ros's work include Teacher Education and Leadership Studies (9 papers), Educator Training and Historical Pedagogy (5 papers) and Innovative Teaching and Learning Methods (5 papers). Anje Ros is often cited by papers focused on Teacher Education and Leadership Studies (9 papers), Educator Training and Historical Pedagogy (5 papers) and Innovative Teaching and Learning Methods (5 papers). Anje Ros collaborates with scholars based in Netherlands, United Kingdom and Hong Kong. Anje Ros's co-authors include Douwe Beijaard, Linda van den Bergh, R. van den Berg, Carla van Boxtel, Anouke Bakx, Rob Martens, Frans J. Oort, Karel Kreijns, Marinka Kuijpers and Rob F. Poell and has published in prestigious journals such as American Educational Research Journal, Teaching and Teacher Education and British Journal of Educational Psychology.

In The Last Decade

Anje Ros

22 papers receiving 515 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Anje Ros Netherlands	12	431	155	116	56	49	24	574
Kevin Gary United States	7	564 1.3×	106 0.7×	133 1.1×	38 0.7×	27 0.6×	18	712
Leena Krokfors Finland	16	717 1.7×	152 1.0×	193 1.7×	72 1.3×	61 1.2×	35	864
Monika Louws Netherlands	9	412 1.0×	126 0.8×	56 0.5×	34 0.6×	95 1.9×	16	520
Rebecca Lowenhaupt United States	13	367 0.9×	118 0.8×	145 1.3×	56 1.0×	20 0.4×	29	544
Gavin W. Fulmer United States	18	650 1.5×	195 1.3×	50 0.4×	109 1.9×	68 1.4×	52	784
Mavis Haigh New Zealand	14	549 1.3×	84 0.5×	103 0.9×	29 0.5×	34 0.7×	37	650
Irene Fung New Zealand	5	703 1.6×	290 1.9×	84 0.7×	94 1.7×	38 0.8×	6	878
Daniel J. Heck United States	9	525 1.2×	114 0.7×	116 1.0×	55 1.0×	28 0.6×	22	640
Anne Hogaboam‐Gray Canada	16	608 1.4×	151 1.0×	47 0.4×	45 0.8×	50 1.0×	19	705
Julianne A. Wenner United States	10	552 1.3×	96 0.6×	69 0.6×	59 1.1×	34 0.7×	28	662

Countries citing papers authored by Anje Ros

Since Specialization

Citations

This map shows the geographic impact of Anje Ros's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Anje Ros with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Anje Ros more than expected).

Fields of papers citing papers by Anje Ros

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Anje Ros. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Anje Ros. The network helps show where Anje Ros may publish in the future.

Co-authorship network of co-authors of Anje Ros

This figure shows the co-authorship network connecting the top 25 collaborators of Anje Ros. A scholar is included among the top collaborators of Anje Ros based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Anje Ros. Anje Ros is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Ros, Anje, et al.. (2024). Fostering collaboration through inclusive leadership: Exploring the behaviour of childcare and school leaders in Dutch child centres. Educational Management Administration & Leadership. 53(6). 1485–1501. 4 indexed citations

Ros, Anje, et al.. (2023). Barriers to collaboration between school teachers and child care workers: implications for HRM and school leadership. International Journal of Educational Management. 38(1). 96–114. 2 indexed citations

Ros, Anje, et al.. (2018). A successful professional development program in history: What matters?. Teaching and Teacher Education. 75. 290–301. 18 indexed citations

Ros, Anje, et al.. (2017). Improving Elementary School Students’ Understanding of Historical Time: Effects of Teaching With “Timewise”. Theory & Research in Social Education. 46(1). 35–67. 18 indexed citations

Ros, Anje, et al.. (2017). ‘Everything was black and white … ’: primary school pupils’ naive reasoning while situating historical phenomena in time. Education 3-13. 47(1). 18–33. 5 indexed citations

Ros, Anje, et al.. (2016). Usefulness of Social Network Sites for Adolescents' Development of Online Career Skills. Educational Technology & Society. 19(4). 140–150. 9 indexed citations

Bergh, Linda van den, Anje Ros, & Douwe Beijaard. (2015). Teacher learning in the context of a continuing professional development programme: A case study. Teaching and Teacher Education. 47. 142–150. 62 indexed citations

Bakx, Anouke, et al.. (2015). The development of student teachers’ research knowledge, beliefs and attitude. Journal of Education for Teaching International Research and Pedagogy. 41(1). 4–18. 55 indexed citations

Ros, Anje, et al.. (2015). Primary school pupils’ performances in understanding historical time. Education 3-13. 45(2). 227–242. 14 indexed citations

10.

Boxtel, Carla van, et al.. (2014). The understanding of historical time in the primary history curriculum in England and the Netherlands. Journal of Curriculum Studies. 46(4). 487–514. 29 indexed citations

11.

Bergh, Linda van den, Anje Ros, & Douwe Beijaard. (2014). Improving Teacher Feedback During Active Learning. American Educational Research Journal. 51(4). 772–809. 103 indexed citations

12.

Ros, Anje, et al.. (2013). Designing Digital Problem Based Learning Tasks that Motivate Students. DSpace (Open University in the Netherlands). 21(4). 409–432. 4 indexed citations

13.

Bergh, Linda van den, Anje Ros, & Douwe Beijaard. (2013). Feedback during active learning: elementary school teachers’ beliefs and perceived problems. Educational Studies. 39(4). 418–430. 15 indexed citations

14.

Bergh, Linda van den, Anje Ros, & Douwe Beijaard. (2012). Teacher feedback during active learning: Current practices in primary schools. British Journal of Educational Psychology. 83(2). 341–362. 54 indexed citations

15.

Ros, Anje, et al.. (2012). Motivated learning with digital learning tasks: what about autonomy and structure?. Educational Technology Research and Development. 60(6). 1015–1032. 42 indexed citations

16.

Bakx, Anouke, et al.. (2012). Student teachers’ development of a positive attitude towards research and research knowledge and skills. European Journal of Teacher Education. 35(4). 401–419. 55 indexed citations

17.

Berg, R. van den & Anje Ros. (1999). The Permanent Importance of the Subjective Reality of Teachers during Educational Innovation: A Concerns-Based Approach. American Educational Research Journal. 36(4). 879–879. 6 indexed citations

18.

Berg, R. van den & Anje Ros. (1999). The Permanent Importance of the Subjective Reality of Teachers During Educational Innovation: A Concerns-Based Approach. American Educational Research Journal. 36(4). 879–906. 68 indexed citations

19.

Ros, Anje. (1993). Peer Work Groups in Dutch Classroom Practice.. 4 indexed citations

20.

Ros, Anje. (1993). Organizational and Instructional Factors and the Efficacy of Cooperative Learning in Dutch Classroom Practice.. 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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