Eline Vanassche

928 total citations
24 papers, 421 citations indexed

About

Eline Vanassche is a scholar working on Education, Social Psychology and Human Factors and Ergonomics. According to data from OpenAlex, Eline Vanassche has authored 24 papers receiving a total of 421 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 5 papers in Social Psychology and 3 papers in Human Factors and Ergonomics. Recurrent topics in Eline Vanassche's work include Teacher Education and Leadership Studies (14 papers), Collaborative Teaching and Inclusion (9 papers) and Reflective Practices in Education (8 papers). Eline Vanassche is often cited by papers focused on Teacher Education and Leadership Studies (14 papers), Collaborative Teaching and Inclusion (9 papers) and Reflective Practices in Education (8 papers). Eline Vanassche collaborates with scholars based in Belgium, Netherlands and United Kingdom. Eline Vanassche's co-authors include Geert Kelchtermans, Jean Murray, Warren Kidd, Pascal W. M. Van Gerven, Erik W. Driessen, Joke Vandenabeele, Danny Wildemeersch, Gerry Czerniawski, Laurents P. S. Stassen and Karen D. Könings and has published in prestigious journals such as SHILAP Revista de lepidopterología, Academic Medicine and Teaching and Teacher Education.

In The Last Decade

Eline Vanassche

22 papers receiving 403 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Eline Vanassche Belgium 9 319 94 72 42 38 24 421
Aino Ugaste Estonia 11 457 1.4× 112 1.2× 103 1.4× 40 1.0× 69 1.8× 29 552
Kathleen Pithouse-Morgan South Africa 11 255 0.8× 127 1.4× 22 0.3× 29 0.7× 30 0.8× 53 389
Anne Reilley Freese United States 7 380 1.2× 88 0.9× 36 0.5× 27 0.6× 70 1.8× 15 448
Nedra A. Crow United States 8 410 1.3× 93 1.0× 37 0.5× 26 0.6× 46 1.2× 12 494
Susana Caires Portugal 8 392 1.2× 52 0.6× 64 0.9× 13 0.3× 73 1.9× 37 531
Janet Young United States 12 512 1.6× 89 0.9× 52 0.7× 44 1.0× 71 1.9× 24 569
Léopold Paquay Belgium 11 281 0.9× 234 2.5× 65 0.9× 16 0.4× 35 0.9× 85 435
Anne Percival Canada 5 237 0.7× 41 0.4× 27 0.4× 21 0.5× 41 1.1× 6 339
Mary Ellin Logue United States 10 249 0.8× 79 0.8× 41 0.6× 15 0.4× 53 1.4× 22 336
Vicki Kubler LaBoskey United States 10 565 1.8× 145 1.5× 17 0.2× 32 0.8× 69 1.8× 16 636

Countries citing papers authored by Eline Vanassche

Since Specialization
Citations

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

Fields of papers citing papers by Eline Vanassche

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Eline Vanassche. 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 Eline Vanassche. The network helps show where Eline Vanassche may publish in the future.

Co-authorship network of co-authors of Eline Vanassche

This figure shows the co-authorship network connecting the top 25 collaborators of Eline Vanassche. A scholar is included among the top collaborators of Eline Vanassche 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 Eline Vanassche. Eline Vanassche is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
2.
Vanassche, Eline, et al.. (2024). Triadic mentoring through the lens of positioning theory and frame analysis. European Journal of Teacher Education. 47(5). 1039–1055. 3 indexed citations
3.
4.
Czerniawski, Gerry, Ainat Guberman, Ann MacPhail, & Eline Vanassche. (2023). Identifying school-based teacher educators’ professional learning needs: an international survey. European Journal of Teacher Education. 47(5). 1005–1020. 9 indexed citations
5.
Driessen, Erik W., et al.. (2022). Mentoring is in the ‘I’ of the beholder: supporting mentors in reflecting on their actual and preferred way of mentoring. BMC Medical Education. 22(1). 638–638. 2 indexed citations
6.
Vanassche, Eline. (2022). Teacher education policy and professionalism: a personal review of teacher education policy research. Elsevier eBooks. 10–19. 2 indexed citations
7.
Gerven, Pascal W. M. Van, et al.. (2021). MERIT: a mentor reflection instrument for identifying the personal interpretative framework. BMC Medical Education. 21(1). 144–144. 6 indexed citations
8.
Vanassche, Eline, et al.. (2021). Conceptualising triadic mentoring as discursive practice: positioning theory and frame analysis. European Journal of Teacher Education. 46(4). 671–687. 8 indexed citations
9.
Vanassche, Eline, et al.. (2020). Residents’ identification of learning moments and subsequent reflection: impact of peers, supervisors, and patients. BMC Medical Education. 20(1). 484–484. 9 indexed citations
10.
Gerven, Pascal W. M. Van, et al.. (2020). Mentors’ Beliefs About Their Roles in Health Care Education: A Qualitative Study of Mentors’ Personal Interpretative Framework. Academic Medicine. 95(10). 1600–1606. 9 indexed citations
11.
Vanassche, Eline, Warren Kidd, & Jean Murray. (2019). Articulating, reclaiming and celebrating the professionalism of teacher educators in England. European Journal of Teacher Education. 42(4). 478–491. 15 indexed citations
12.
Murray, Jean & Eline Vanassche. (2019). Research capacity building in and on teacher education: developing practice and learning. SHILAP Revista de lepidopterología. 13(2). 114–129. 6 indexed citations
13.
Vanassche, Eline. (2016). De professionele identiteit van lerarenopleiders. Lirias (KU Leuven). 2 indexed citations
14.
Vanassche, Eline & Geert Kelchtermans. (2016). A narrative analysis of a teacher educator’s professional learning journey. European Journal of Teacher Education. 39(3). 355–367. 27 indexed citations
15.
Vanassche, Eline & Geert Kelchtermans. (2015). Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development. Professional Development in Education. 42(1). 100–122. 49 indexed citations
16.
Vanassche, Eline & Geert Kelchtermans. (2014). Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education. 44. 117–127. 101 indexed citations
17.
Vanassche, Eline. (2014). (Re)constructing teacher educators' professionalism: biography, workplace and pedagogy. Lirias (KU Leuven). 4 indexed citations
18.
Vandenabeele, Joke, Eline Vanassche, & Danny Wildemeersch. (2011). Stories of/on citizenship education: a case of participatory planning. International Journal of Lifelong Education. 30(2). 171–185. 8 indexed citations
19.
Kelchtermans, Geert & Eline Vanassche. (2010). "Stel een andere vraag en je krijgt een ander antwoord". Reflecties over onderzoek door leraren. SHILAP Revista de lepidopterología. 87(4). 296–305. 1 indexed citations
20.
Ballet, Katrijn, et al.. (2010). Evaluatie van het professionaliseringsbeleid van basis- en secundaire scholen (onderzoeksrapport OBPWO 07.01). 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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