Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Educational Leadership and Student Achievement: The Elusive Search for an Association
2003474 citationsBob Witziers, Roel Bosker et al.Educational Administration Quarterlyprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Bob Witziers'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 Bob Witziers with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Bob Witziers more than expected).
This network shows the impact of papers produced by Bob Witziers. 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 Bob Witziers. The network helps show where Bob Witziers may publish in the future.
Co-authorship network of co-authors of Bob Witziers
This figure shows the co-authorship network connecting the top 25 collaborators of Bob Witziers.
A scholar is included among the top collaborators of Bob Witziers 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 Bob Witziers. Bob Witziers is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Witziers, Bob, et al.. (2007). Effectmeting van HRD-interventies: de stand van zaken. Data Archiving and Networked Services (DANS). 3(1). 9–19.1 indexed citations
4.
Witziers, Bob, et al.. (2006). School leadership: validation of a causal model. School Effectiveness and School Improvement. 17(4). 1–20.1 indexed citations
5.
Luyten, Johannes W., et al.. (2005). School factors related to quality and equity. Results from PISA 2000. University of Twente Research Information.110 indexed citations
6.
Witziers, Bob, Roel Bosker, & Meta L. Krüger. (2003). Educational Leadership and Student Achievement: The Elusive Search for an Association. Educational Administration Quarterly. 39(3). 398–425.474 indexed citations breakdown →
7.
Witziers, Bob, et al.. (2003). Ontwikkelingen in het denken over leiderschap. UvA-DARE (University of Amsterdam).1 indexed citations
Bosker, Roel & Bob Witziers. (1996). The true size of school effects. University of Twente Research Information.4 indexed citations
15.
Bosker, Roel & Bob Witziers. (1995). A meta analytical synthesis of school effectiveness research : The size of school effects and the effect size of educational leadership. University of Twente Research Information.
16.
Bosker, Roel & Bob Witziers. (1995). School effects: Problems, solutions, and a meta-analysis. University of Twente Research Information.14 indexed citations
17.
Witziers, Bob. (1993). Coördinatie en de effectiviteit van het onderwijs op het vakgebied wiskunde. Data Archiving and Networked Services (DANS). 18(5). 279–294.2 indexed citations
18.
Witziers, Bob, et al.. (1993). Concurrentie tussen scholen. University of Twente Research Information.2 indexed citations
19.
Witziers, Bob. (1992). Coordination in secondary schools and its implications for student achievement. University of Twente Research Information. 21–24.2 indexed citations
20.
Witziers, Bob, et al.. (1989). Vaksecties en de coordinatie van hun vakonderwijs. University of Twente Research Information. 61–70.1 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.