Harm Tillema

4.1k total citations
77 papers, 2.7k citations indexed

About

Harm Tillema is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Harm Tillema has authored 77 papers receiving a total of 2.7k indexed citations (citations by other indexed papers that have themselves been cited), including 64 papers in Education, 21 papers in Developmental and Educational Psychology and 8 papers in Social Psychology. Recurrent topics in Harm Tillema's work include Teacher Education and Leadership Studies (28 papers), Reflective Practices in Education (22 papers) and Student Assessment and Feedback (21 papers). Harm Tillema is often cited by papers focused on Teacher Education and Leadership Studies (28 papers), Reflective Practices in Education (22 papers) and Student Assessment and Feedback (21 papers). Harm Tillema collaborates with scholars based in Netherlands, Israel and Spain. Harm Tillema's co-authors include Mien Segers, Kari Smith, Juanjo Mena, Lya Kremer‐Hayon, Emilio Fonseca Sánchez, Lily Orland‐Barak, Ron Pat‐El, Emílio Sánchez Miguel, Paul Vedder and Martijn J. M. Leenknecht and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Learning and Instruction.

In The Last Decade

Harm Tillema

76 papers receiving 2.3k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Harm Tillema Netherlands 33 2.3k 676 220 206 185 77 2.7k
Gordon Stobart United Kingdom 23 2.6k 1.1× 452 0.7× 426 1.9× 233 1.1× 176 1.0× 59 3.2k
Kari Smith Norway 31 2.5k 1.1× 404 0.6× 297 1.4× 267 1.3× 160 0.9× 89 2.9k
Maurice Galton United Kingdom 30 2.2k 0.9× 717 1.1× 380 1.7× 219 1.1× 138 0.7× 98 2.7k
Bert van Oers Netherlands 26 1.8k 0.8× 757 1.1× 254 1.2× 124 0.6× 83 0.4× 104 2.2k
Simon Veenman Netherlands 19 2.3k 1.0× 612 0.9× 324 1.5× 355 1.7× 94 0.5× 47 2.8k
David Pedder United Kingdom 22 2.3k 1.0× 627 0.9× 366 1.7× 133 0.6× 92 0.5× 38 2.7k
Klaas van Veen Netherlands 29 2.1k 0.9× 544 0.8× 275 1.3× 429 2.1× 96 0.5× 102 2.7k
Auli Toom Finland 29 2.0k 0.9× 437 0.6× 316 1.4× 288 1.4× 99 0.5× 138 2.5k
Magdalene Lampert United States 18 3.2k 1.4× 1000 1.5× 545 2.5× 123 0.6× 165 0.9× 34 3.7k
Jos Kessels Netherlands 7 1.9k 0.8× 389 0.6× 383 1.7× 132 0.6× 123 0.7× 10 2.2k

Countries citing papers authored by Harm Tillema

Since Specialization
Citations

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

Fields of papers citing papers by Harm Tillema

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Harm Tillema

This figure shows the co-authorship network connecting the top 25 collaborators of Harm Tillema. A scholar is included among the top collaborators of Harm Tillema 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 Harm Tillema. Harm Tillema 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.
Pat‐El, Ron, Harm Tillema, Mien Segers, & Paul Vedder. (2014). Multilevel predictors of differing perceptions of Assessment for Learning practices between teachers and students. Assessment in Education Principles Policy and Practice. 22(2). 282–298. 28 indexed citations
2.
Tillema, Harm, et al.. (2013). Mentoring conversations in the professional preparation of teachers. South African Journal of Higher Education. 27(5). 1305–1323. 4 indexed citations
3.
Pat‐El, Ron, Harm Tillema, Mien Segers, & Paul Vedder. (2011). Validation of Assessment for Learning Questionnaires for teachers and students. British Journal of Educational Psychology. 83(1). 98–113. 56 indexed citations
4.
Tillema, Harm, et al.. (2009). Formación de investigadores: perspectivas y procesos subjetivos implicados en la investigación educativa. SHILAP Revista de lepidopterología. 3 indexed citations
5.
Tillema, Harm, et al.. (2008). Articulating choice and deliberation in conducting research – researchers ‘working in the interpretive zone’. Ethnography & Education. 3(1). 49–62. 9 indexed citations
6.
Orland‐Barak, Lily & Harm Tillema. (2007). Researchers' Construction of Knowledge from Studying Professional Conversation Groups. The Educational Forum. 71(4). 361–372. 4 indexed citations
7.
Tillema, Harm. (2006). Authenticity in knowledge-productive learning: what drives knowledge construction in collaborative inquiry?. Human Resource Development International. 9(2). 173–190. 12 indexed citations
8.
Tillema, Harm, et al.. (2005). Knowledge construction in collaborative enquiry among teachers. Teachers and Teaching. 12(1). 51–67. 53 indexed citations
9.
Tillema, Harm, et al.. (2003). Knowledge Productive Teams: Professionals Learn Collaboratively.. 8(3). 18–25. 4 indexed citations
10.
Tillema, Harm & Lya Kremer‐Hayon. (2002). “Practising what we preach”—teacher educators’ dilemmas in promoting self-regulated learning: a cross case comparison. Teaching and Teacher Education. 18(5). 593–607. 53 indexed citations
11.
Smith, Kari & Harm Tillema. (2001). Long-term Influences of Portfolios on Professional Development. Scandinavian Journal of Educational Research. 45(2). 183–203. 61 indexed citations
12.
Tillema, Harm. (2000). Using Performance Assessment Instruments as Learning Tools in Organisations.. 5(2). 76–82. 1 indexed citations
13.
Tillema, Harm, et al.. (2000). Managen van competenties in organisaties. 1 indexed citations
14.
Tillema, Harm, Joseph Kessels, & Frans Meijers. (2000). Competencies as Building Blocks for Integrating Assessment with Instruction in Vocational Education: A case from The Netherlands. Assessment & Evaluation in Higher Education. 25(3). 265–278. 38 indexed citations
15.
Imants, Jeroen & Harm Tillema. (1995). A Dynamic View of Training for the Professional Development of Teachers.. 9 indexed citations
16.
Tillema, Harm, et al.. (1990). Impact of Educational Support Programs in Schools. Knowledge. 12(1). 43–52. 1 indexed citations
17.
Creemers, Bert & Harm Tillema. (1988). The Classroom as a Social/Emotional Environment.. ˜The œJournal of classroom interaction. 23(2). 1–7. 5 indexed citations
18.
Tillema, Harm & Simon Veenman. (1987). Conceptualizing training methods in teacher education. International Journal of Educational Research. 11(5). 519–529. 10 indexed citations
19.
Peeck, J. & Harm Tillema. (1979). Learning from Feedback: Comparison of Two Feedback Procedures in a Classroom Setting. Perceptual and Motor Skills. 48(2). 351–354. 11 indexed citations
20.
Peeck, J. & Harm Tillema. (1978). Delay of Feedback and Retention of Correct and Incorrect Responses. The Journal of Experimental Education. 47(2). 171–178. 16 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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