Gudrun Vanlaar

508 total citations
23 papers, 326 citations indexed

About

Gudrun Vanlaar is a scholar working on Education, Experimental and Cognitive Psychology and Safety Research. According to data from OpenAlex, Gudrun Vanlaar has authored 23 papers receiving a total of 326 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 3 papers in Experimental and Cognitive Psychology and 3 papers in Safety Research. Recurrent topics in Gudrun Vanlaar's work include School Choice and Performance (13 papers), Early Childhood Education and Development (8 papers) and Parental Involvement in Education (7 papers). Gudrun Vanlaar is often cited by papers focused on School Choice and Performance (13 papers), Early Childhood Education and Development (8 papers) and Parental Involvement in Education (7 papers). Gudrun Vanlaar collaborates with scholars based in Belgium, United States and Cyprus. Gudrun Vanlaar's co-authors include Bieke De Fraine, Jan Van Damme, Orhan Ağırdağ, Machteld Vandecandelaere, Leōnidas Kyriakidēs, Anastasia Panayiotou, Jan Van Damme, Sara Speybroeck, Michael Pfeifer and Bert Creemers and has published in prestigious journals such as SHILAP Revista de lepidopterología, Studies in Higher Education and British Educational Research Journal.

In The Last Decade

Gudrun Vanlaar

23 papers receiving 308 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Gudrun Vanlaar Belgium	9	245	53	48	47	26	23	326
Annaline Flint New Zealand	8	225 0.9×	64 1.2×	63 1.3×	46 1.0×	19 0.7×	15	292
Lyn McDonald New Zealand	8	205 0.8×	54 1.0×	55 1.1×	41 0.9×	24 0.9×	14	277
Heike Wendt Germany	10	279 1.1×	60 1.1×	55 1.1×	90 1.9×	77 3.0×	23	392
Marjolein Deunk Netherlands	9	332 1.4×	37 0.7×	30 0.6×	159 3.4×	25 1.0×	30	467
Roya Q. Scales United States	9	357 1.5×	30 0.6×	25 0.5×	113 2.4×	58 2.2×	25	426
Tobias C. Stubbe Germany	7	213 0.9×	41 0.8×	22 0.5×	70 1.5×	96 3.7×	16	312
Stephanie Herppich Germany	8	311 1.3×	48 0.9×	29 0.6×	174 3.7×	17 0.7×	17	386
Robbert Smit Austria	10	317 1.3×	24 0.5×	26 0.5×	81 1.7×	22 0.8×	29	390
Albert Bremerich-Vos Germany	8	375 1.5×	39 0.7×	38 0.8×	111 2.4×	107 4.1×	22	474
Reynolds David United Kingdom	5	295 1.2×	21 0.4×	49 1.0×	46 1.0×	23 0.9×	9	354

Countries citing papers authored by Gudrun Vanlaar

Since Specialization

Citations

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

Fields of papers citing papers by Gudrun Vanlaar

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Gudrun Vanlaar

This figure shows the co-authorship network connecting the top 25 collaborators of Gudrun Vanlaar. A scholar is included among the top collaborators of Gudrun Vanlaar 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 Gudrun Vanlaar. Gudrun Vanlaar 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

Vanlaar, Gudrun, et al.. (2018). Long-term effects of first-grade teachers on students’ achievement: a replication study. School Effectiveness and School Improvement. 30(2). 177–193. 1 indexed citations

Vanlaar, Gudrun, et al.. (2017). Long-term effects of primary schools on non-cognitive outcomes of students at age 17. Studies In Educational Evaluation. 55. 83–93. 4 indexed citations

Verhaeghe, Jean Pierre, Gudrun Vanlaar, Heidi Knipprath, Bieke De Fraine, & Jan Van Damme. (2017). Can group composition effects explain socioeconomic and ethnic achievement gaps in primary education?. Studies In Educational Evaluation. 57. 6–15. 8 indexed citations

Ağırdağ, Orhan & Gudrun Vanlaar. (2016). Does more exposure to the language of instruction lead to higher academic achievement? A cross-national examination. International Journal of Bilingualism. 22(1). 123–137. 47 indexed citations

Damme, Jan Van, et al.. (2016). How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis. School Effectiveness and School Improvement. 28(1). 1–21. 26 indexed citations

Ağırdağ, Orhan & Gudrun Vanlaar. (2016). A hot piece of PISA: The relation between language use and academic achievement. Lirias (KU Leuven). 485. 1 indexed citations

Ning, Bo, Jan Van Damme, Sarah Gielen, Gudrun Vanlaar, & Wim Van Den Noortgate. (2015). What Makes the Difference in Reading Achievement? Comparisons Between Finland and Shanghai. Scandinavian Journal of Educational Research. 60(5). 515–537. 14 indexed citations

Vanlaar, Gudrun, Sean F. Reardon, & Demetra Kalogrides. (2014). How Does Transition from Elementary to Middle School Affect the Racial Achievement Gap. Society for Research on Educational Effectiveness. 1 indexed citations

Kyriakidēs, Leōnidas, et al.. (2014). Using student ratings to measure quality of teaching in six European countries. European Journal of Teacher Education. 37(2). 125–143. 28 indexed citations

10.

Vandecandelaere, Machteld, Éric Schmitt, Gudrun Vanlaar, Bieke De Fraine, & Jan Van Damme. (2014). Effects of kindergarten retention for at-risk children’s mathematics development. Research Papers in Education. 30(3). 305–326. 5 indexed citations

11.

Panayiotou, Anastasia, Leōnidas Kyriakidēs, Bert Creemers, et al.. (2014). Teacher behavior and student outcomes: Results of a European study. Educational Assessment Evaluation and Accountability. 26(1). 73–93. 49 indexed citations

12.

Vandecandelaere, Machteld, Éric Schmitt, Gudrun Vanlaar, Bieke De Fraine, & Jan Van Damme. (2014). Effects of kindergarten retention for at-risk children’s psychosocial development. Educational Psychology. 36(8). 1354–1389. 8 indexed citations

13.

Pinxten, Maarten, et al.. (2014). ‘I choose so I am’: a logistic analysis of major selection in university and successful completion of the first year. Studies in Higher Education. 40(10). 1919–1946. 23 indexed citations

14.

Ning, Bo, Jan Van Damme, Hongqiang Liu, Gudrun Vanlaar, & Sarah Gielen. (2013). Students' Individual Perceptions of School Climate Predict Reading Achievement in Shanghai. International Journal of School & Educational Psychology. 1(3). 188–198. 8 indexed citations

15.

Vandecandelaere, Machteld, Gudrun Vanlaar, Mieke Goos, Bieke De Fraine, & Jan Van Damme. (2013). Effecten van zittenblijven in de derde kleuterklas op de wiskundegroei: Een propensityscore-stratificatie-analyse. SHILAP Revista de lepidopterología. 90(90). 58–73. 2 indexed citations

16.

Vanlaar, Gudrun, Machteld Vandecandelaere, Jan Van Damme, et al.. (2013). How to improve reading comprehension in high-risk students: effects of class practices in Grade 5. School Effectiveness and School Improvement. 25(3). 408–432. 7 indexed citations

17.

Vandecandelaere, Machteld, Sara Speybroeck, Gudrun Vanlaar, Bieke De Fraine, & Jan Van Damme. (2012). Learning environment and students’ mathematics attitude. Studies In Educational Evaluation. 38(3-4). 107–120. 58 indexed citations

18.

Vanlaar, Gudrun, Machteld Vandecandelaere, Jan Van Damme, Bieke De Fraine, & Katja Petry. (2012). Effectiveness of math learning in the first years of special primary education. A Propensity Score Matching approach. Lirias (KU Leuven). 1 indexed citations

19.

Belfi, Barbara, Jan Van Damme, Kris Van den Branden, et al.. (2011). Vorderingen van leerlingen in het leren van Nederlands. Eindrapport OBPWO-project 09.04. 1 indexed citations

20.

Damme, Jan Van, Jean Pierre Verhaeghe, Heidi Knipprath, & Gudrun Vanlaar. (2011). Value added of primary schools with high proportions of minority students : A longitudinal analysis. 2 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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