B. de Vries

736 total citations
32 papers, 436 citations indexed

About

B. de Vries is a scholar working on Education, Developmental and Educational Psychology and Communication. According to data from OpenAlex, B. de Vries has authored 32 papers receiving a total of 436 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 11 papers in Developmental and Educational Psychology and 3 papers in Communication. Recurrent topics in B. de Vries's work include Innovative Teaching and Learning Methods (9 papers), Education and Critical Thinking Development (7 papers) and Teacher Education and Leadership Studies (5 papers). B. de Vries is often cited by papers focused on Innovative Teaching and Learning Methods (9 papers), Education and Critical Thinking Development (7 papers) and Teacher Education and Leadership Studies (5 papers). B. de Vries collaborates with scholars based in Netherlands, Germany and United Kingdom. B. de Vries's co-authors include Jules M. Pieters, Hanna Westbroek, Susan McKenney, Amber Walraven, Joke Voogt, Adam Handelzalts, Jan Pieters, Rob Martens, Theo Bastiaens and Hans van der Meij and has published in prestigious journals such as Science, Computers in Human Behavior and Automation in Construction.

In The Last Decade

B. de Vries

28 papers receiving 391 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
B. de Vries Netherlands	10	286	149	59	57	42	32	436
Robert D. Hannafin United States	14	421 1.5×	234 1.6×	85 1.4×	63 1.1×	74 1.8×	30	603
Arthur K. Ellis United States	11	329 1.2×	116 0.8×	63 1.1×	72 1.3×	32 0.8×	40	455
Andreas Borowski Germany	15	476 1.7×	182 1.2×	50 0.8×	89 1.6×	42 1.0×	42	621
Sara Tolbert New Zealand	13	313 1.1×	85 0.6×	56 0.9×	153 2.7×	17 0.4×	47	501
Jonathan Brinkerhoff United States	10	267 0.9×	58 0.4×	72 1.2×	59 1.0×	28 0.7×	16	386
Kathrin Otrel-Cass Denmark	12	219 0.8×	75 0.5×	42 0.7×	41 0.7×	30 0.7×	59	336
Philippa Levy United Kingdom	11	353 1.2×	108 0.7×	122 2.1×	45 0.8×	73 1.7×	32	520
Carrie Tzou United States	9	218 0.8×	92 0.6×	21 0.4×	84 1.5×	35 0.8×	24	370
David McConnell United Kingdom	12	350 1.2×	185 1.2×	78 1.3×	56 1.0×	106 2.5×	27	502
Katie Taylor United States	9	127 0.4×	50 0.3×	53 0.9×	111 1.9×	39 0.9×	27	319

Countries citing papers authored by B. de Vries

Since Specialization

Citations

This map shows the geographic impact of B. de Vries'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 B. de Vries with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites B. de Vries more than expected).

Fields of papers citing papers by B. de Vries

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by B. de Vries. 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 B. de Vries. The network helps show where B. de Vries may publish in the future.

Co-authorship network of co-authors of B. de Vries

This figure shows the co-authorship network connecting the top 25 collaborators of B. de Vries. A scholar is included among the top collaborators of B. de Vries 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 B. de Vries. B. de Vries 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

Louws, Monika, Annemie Struyf, Wouter Schenke, et al.. (2025). Actors’ involvement during collective sensemaking of educational change: a review study from a systems lens. Journal of Educational Change. 26(4). 599–629.

Westbroek, Hanna, et al.. (2024). Bridging Theory and Practice: Using Goal Systems to Spark Professional Dialogue and Develop Personal Theories. Education Sciences. 14(5). 458–458. 1 indexed citations

Vries, B. de, J.M.H. Swennen, & Jurriën Dengerink. (2020). Design Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-study. The Repository of University in Bialystok (University in Bialystok). 47–54.

Vries, B. de. (2018). Resonating with reflexive design: On participatory design, narrative research and crystallization. Zeitschriftenserver von Hamburg University Press (Hamburg University). 2(1). 1 indexed citations

Vries, B. de, et al.. (2017). Turning teachers into designers: The case of the Ark of Inquiry. Data Archiving and Networked Services (DANS). 28(4). 246–257. 4 indexed citations

Vries, B. de, et al.. (2017). Mind Map Our Way into Effective Student Questioning: a Principle-Based Scenario. Research in Science Education. 49(2). 347–369. 19 indexed citations

Vries, B. de, et al.. (2016). Preparing and debriefing geography fieldwork: A scenario for open classroom dialogue around a core curriculum. Data Archiving and Networked Services (DANS). 2(5). 63–77.

Vries, B. de, et al.. (2016). How to guide effective student questioning: a review of teacher guidance in primary education. Review of Education. 5(2). 123–165. 14 indexed citations

Sent, Esther‐Mirjam, et al.. (2016). Effects of economic classroom experiments on economic knowledge and reasoning in secondary education. Thinking Skills and Creativity. 22. 129–141. 4 indexed citations

10.

Weijs-Perrée, Minou, Rianne Appel‐Meulenbroek, B. de Vries, & A.G.L. Romme. (2016). Networking behavior and knowledge sharing in business centers. TU/e Research Portal. 966–975.

11.

Vries, B. de, et al.. (2011). Enquiry-driven fieldwork as a rich and powerful teaching strategy – school practices in secondary geography education in the Netherlands. International Research in Geographical and Environmental Education. 20(4). 309–325. 37 indexed citations

12.

Vries, B. de. (2011). Een stad vol lezers: leescultuur in Haarlem 1850-1920. UvA-DARE (University of Amsterdam). 6 indexed citations

13.

Voogt, Joke, Hanna Westbroek, Adam Handelzalts, et al.. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education. 27(8). 1235–1244. 164 indexed citations

14.

Vries, B. de, et al.. (2010). Veldwerk in het aardrijkskundeonderwijs. Ieder jaar een feestje! Aardrijkskunde in beweging. Data Archiving and Networked Services (DANS). 19(9). 26–27. 1 indexed citations

15.

Vries, B. de, et al.. (2009). Naar meer gestructureerde vrijheid : Leerstofborging in vraaggestuurd leren. 79–86. 1 indexed citations

16.

Pieters, Jules M. & B. de Vries. (2007). Preface to the Special Issue. Educational Research and Evaluation. 13(3). 199–202. 6 indexed citations

17.

Vries, B. de & Jules M. Pieters. (2007). Exploring the Role of Communities in Education. European Educational Research Journal. 6(4). 382–392. 10 indexed citations

18.

Smrikarov, Angel, et al.. (2004). E-learning and the knowledge society.. Ghent University Academic Bibliography (Ghent University). 1 indexed citations

19.

Vries, B. de & Hans van der Meij. (2003). Using e-mail to support reflective narration. International Journal of Educational Research. 39(8). 829–838. 2 indexed citations

20.

Vries, B. de. (1966). Quaternary Deposits in the U.S.S.R.: Atlas and Keys of Fruits and Seeds Occurring in the Quaternary Deposits of the U.S.S.R. . By N. Ja. Katz, S. V. Katz, and M. G. Kipiani. Nauka, Moscow, Russia, 1965. 366 pp.. Science. 152(3724). 942–943. 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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