H. Broekkamp

848 total citations
21 papers, 574 citations indexed

About

H. Broekkamp is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, H. Broekkamp has authored 21 papers receiving a total of 574 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 12 papers in Developmental and Educational Psychology and 3 papers in Sociology and Political Science. Recurrent topics in H. Broekkamp's work include Innovative Teaching and Learning Methods (8 papers), Educational Strategies and Epistemologies (5 papers) and Student Assessment and Feedback (5 papers). H. Broekkamp is often cited by papers focused on Innovative Teaching and Learning Methods (8 papers), Educational Strategies and Epistemologies (5 papers) and Student Assessment and Feedback (5 papers). H. Broekkamp collaborates with scholars based in Netherlands and Russia. H. Broekkamp's co-authors include Bernadette van Hout-Wolters, B.H.A.M. van Hout‐Wolters, Ruurd Taconis, Monica G. M. Ferguson‐Hessler, Huub van den Bergh, Gonny Schellings, Gert Rijlaarsdam, M. Elshout-Mohr, Paul A. Kirschner and Saskia Brand‐Gruwel and has published in prestigious journals such as Journal of Educational Psychology, Computers in Human Behavior and Journal of Research in Science Teaching.

In The Last Decade

H. Broekkamp

19 papers receiving 494 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
H. Broekkamp Netherlands	11	399	259	74	63	50	21	574
David C. Caverly United States	12	360 0.9×	255 1.0×	64 0.9×	23 0.4×	62 1.2×	59	544
Mary Pittman United States	5	668 1.7×	175 0.7×	42 0.6×	32 0.5×	82 1.6×	8	740
Kathleen J. Roth United States	12	713 1.8×	309 1.2×	48 0.6×	34 0.5×	86 1.7×	26	834
Allison Ward Parsons United States	11	428 1.1×	187 0.7×	42 0.6×	28 0.4×	54 1.1×	23	547
Natalie Förster Germany	10	345 0.9×	227 0.9×	86 1.2×	109 1.7×	26 0.5×	29	530
Katharina Kiemer Germany	7	379 0.9×	174 0.7×	62 0.8×	35 0.6×	38 0.8×	10	481
Karen Koellner United States	12	628 1.6×	160 0.6×	25 0.3×	59 0.9×	54 1.1×	25	717
Ulla Runesson Sweden	13	583 1.5×	215 0.8×	25 0.3×	21 0.3×	67 1.3×	43	689
Sandra Crespo United States	14	877 2.2×	258 1.0×	77 1.0×	26 0.4×	78 1.6×	55	1.0k
Monica Rosén Sweden	14	321 0.8×	141 0.5×	52 0.7×	33 0.5×	54 1.1×	32	457

Countries citing papers authored by H. Broekkamp

Since Specialization

Citations

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

Fields of papers citing papers by H. Broekkamp

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of H. Broekkamp

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Brand‐Gruwel, Saskia, et al.. (2012). Write between the lines: Electronic outlining and the organization of text ideas. Computers in Human Behavior. 28(6). 2107–2116. 11 indexed citations

2.

Broekkamp, H., et al.. (2011). Effects of electronic outlining on students' argumentative writing performance. Journal of Computer Assisted Learning. 27(6). 557–574. 14 indexed citations

3.

Schellings, Gonny & H. Broekkamp. (2011). Signaling task awareness in think-aloud protocols from students selecting relevant information from text. Metacognition and Learning. 6(1). 65–82. 26 indexed citations

4.

Broekkamp, H., et al.. (2010). Betere teksten dankzij 'outline-tool'. DSpace (Open University in the Netherlands). 40(10). 40–41. 1 indexed citations

5.

Broekkamp, H., et al.. (2010). Outline-tool helpt om beter te leren schrijven. DSpace (Open University in the Netherlands). 12(4). 32–34.

6.

Broekkamp, H., Tanja Janssen, & Huub van den Bergh. (2009). Is There a Relationship Between Literature Reading and Creative Writing?. The Journal of Creative Behavior. 43(4). 281–297. 17 indexed citations

7.

Broekkamp, H. & Bernadette van Hout-Wolters. (2007). The gap between educational research and practice: A literature review, symposium, and questionnaire. Educational Research and Evaluation. 13(3). 203–220. 204 indexed citations

8.

Broekkamp, H. & B.H.A.M. van Hout‐Wolters. (2006). De kloof tussen onderwijsonderzoek en onderwijspraktijk: Een overzichtsstudie van problemen, oorzaken en oplossingen. UvA-DARE (University of Amsterdam). 4 indexed citations

9.

Broekkamp, H. & B.H.A.M. van Hout‐Wolters. (2006). Students’ Adaptation of Study Strategies When Preparing for Classroom Tests. Educational Psychology Review. 19(4). 401–428. 69 indexed citations

10.

Broekkamp, H., B.H.A.M. van Hout‐Wolters, Huub van den Bergh, & Gert Rijlaarsdam. (2004). Teachers' task demands, students' test expectations, and actual test content. British Journal of Educational Psychology. 74(2). 205–220. 14 indexed citations

11.

Broekkamp, H., B.H.A.M. van Hout‐Wolters, Huub van den Bergh, & Gert Rijlaarsdam. (2004). Students' expectations about the processing demandsof teacher-made tests. Studies In Educational Evaluation. 30(4). 281–304. 1 indexed citations

12.

Broekkamp, H.. (2003). Task demands and test expectations. Theory and empirical research on students' preparation for a teacher-made test. UvA-DARE (University of Amsterdam). 10 indexed citations

13.

Broekkamp, H., et al.. (2003). Group differences in self-regulated learning. UvA-DARE (University of Amsterdam).

14.

Broekkamp, H., B.H.A.M. van Hout‐Wolters, Gert Rijlaarsdam, & Huub van den Bergh. (2002). Importance in instructional text: Teachers' and students' perceptions of task demands.. Journal of Educational Psychology. 94(2). 260–271. 2 indexed citations

15.

Broekkamp, H., et al.. (2002). Will that be on the test? Perceived task demands and test performance in a classroom context. European Journal of Psychology of Education. 17(1). 75–92. 4 indexed citations

16.

Broekkamp, H., B.H.A.M. van Hout‐Wolters, Gert Rijlaarsdam, & Huub van den Bergh. (2002). Importance in instructional text: Teachers' and students' perceptions of task demands.. Journal of Educational Psychology. 94(2). 260–271. 23 indexed citations

17.

Taconis, Ruurd, Monica G. M. Ferguson‐Hessler, & H. Broekkamp. (2001). Teaching science problem solving: An overview of experimental work. Journal of Research in Science Teaching. 38(4). 442–468. 124 indexed citations

18.

Elshout-Mohr, M., Bernadette van Hout-Wolters, & H. Broekkamp. (1998). Mapping situations in classroom and research: eight types of instructional-learning episodes. Learning and Instruction. 9(1). 57–75. 29 indexed citations

19.

Broekkamp, H. & Huub van den Bergh. (1996). Attention Strategies in revising foreign language text.. UvA-DARE (University of Amsterdam). 170–181. 17 indexed citations

20.

Broekkamp, H., Gonny Schellings, & B.H.A.M. van Hout‐Wolters. (1996). Influences of task demands on selecting relevant information in instructional texts: A process oriented study.. UvA-DARE (University of Amsterdam). 18–19. 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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