Harmen Schaap

920 total citations
35 papers, 593 citations indexed

About

Harmen Schaap is a scholar working on Education, Developmental and Educational Psychology and Human Factors and Ergonomics. According to data from OpenAlex, Harmen Schaap has authored 35 papers receiving a total of 593 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 12 papers in Developmental and Educational Psychology and 9 papers in Human Factors and Ergonomics. Recurrent topics in Harmen Schaap's work include Teacher Education and Leadership Studies (15 papers), Innovative Education and Learning Practices (9 papers) and Collaborative Teaching and Inclusion (6 papers). Harmen Schaap is often cited by papers focused on Teacher Education and Leadership Studies (15 papers), Innovative Education and Learning Practices (9 papers) and Collaborative Teaching and Inclusion (6 papers). Harmen Schaap collaborates with scholars based in Netherlands and United Kingdom. Harmen Schaap's co-authors include Elly de Bruijn, Liesbeth Baartman, Paulien C. Meijer, Helma Oolbekkink-Marchand, Paul A. Kirschner, Marieke van der Schaaf, Anna van der Want, Merel M. van der Wal, Frans J. Prins and Marieke F. van der Schaaf and has published in prestigious journals such as Teaching and Teacher Education, Studies in Higher Education and Assessment & Evaluation in Higher Education.

In The Last Decade

Harmen Schaap

31 papers receiving 556 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Harmen Schaap Netherlands 13 463 130 110 61 50 35 593
Ann Webster-Wright Australia 5 604 1.3× 152 1.2× 109 1.0× 43 0.7× 79 1.6× 6 770
Sara Bubb United Kingdom 16 732 1.6× 130 1.0× 51 0.5× 56 0.9× 95 1.9× 65 898
Salleh Hairon Singapore 13 646 1.4× 145 1.1× 73 0.7× 46 0.8× 99 2.0× 31 791
Mieke Clement Belgium 11 513 1.1× 88 0.7× 44 0.4× 54 0.9× 71 1.4× 32 611
Linda Hammersley‐Fletcher United Kingdom 13 559 1.2× 88 0.7× 44 0.4× 47 0.8× 51 1.0× 34 661
Eve Eisenschmidt Estonia 15 596 1.3× 81 0.6× 39 0.4× 104 1.7× 56 1.1× 50 724
Kitty Kwakman Netherlands 8 544 1.2× 148 1.1× 109 1.0× 88 1.4× 49 1.0× 14 703
Adam Handelzalts Netherlands 12 623 1.3× 210 1.6× 59 0.5× 47 0.8× 89 1.8× 19 900
Peter Gilroy United Kingdom 12 411 0.9× 77 0.6× 73 0.7× 29 0.5× 83 1.7× 32 539
Vivienne Collinson United States 13 574 1.2× 112 0.9× 41 0.4× 60 1.0× 85 1.7× 33 734

Countries citing papers authored by Harmen Schaap

Since Specialization
Citations

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

Fields of papers citing papers by Harmen Schaap

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Harmen Schaap

This figure shows the co-authorship network connecting the top 25 collaborators of Harmen Schaap. A scholar is included among the top collaborators of Harmen Schaap 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 Harmen Schaap. Harmen Schaap 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.
Schaap, Harmen, Helma Oolbekkink-Marchand, Anna van der Want, & Paulien C. Meijer. (2025). Patterns of teacher leadership in secondary schools: Empowered, demotivated, and struggling teacher leaders. Educational Management Administration & Leadership.
2.
Schaap, Harmen, et al.. (2023). Vocational knowledge development during teacher-student interactions: exploring vocational conversations. Pedagogische Studiën. 100(1). 35–66. 1 indexed citations
3.
Schaap, Harmen, et al.. (2022). Illustrating conceptual understanding in international business undergraduate writing. Research Papers in Education. 38(4). 499–519. 2 indexed citations
4.
Schaap, Harmen, et al.. (2020). Identifying Changes in International Business Undergraduates’ Conceptual Understanding. Scandinavian Journal of Educational Research. 65(7). 1295–1308. 1 indexed citations
5.
Schaap, Harmen, et al.. (2019). Exploring differences between international business undergraduates’ conceptual understanding. Studies in Higher Education. 46(6). 1041–1054. 2 indexed citations
6.
Wal, Merel M. van der, Helma Oolbekkink-Marchand, Harmen Schaap, & Paulien C. Meijer. (2019). Impact of early career teachers' professional identity tensions. Teaching and Teacher Education. 80. 59–70. 54 indexed citations
7.
8.
Schaap, Harmen & Elly de Bruijn. (2017). Elements affecting the development of professional learning communities in schools. Learning Environments Research. 21(1). 109–134. 56 indexed citations
9.
Schaap, Harmen, et al.. (2016). Moral authorship of novice teachers in primary education. Teachers and Teaching. 23(5). 570–582. 5 indexed citations
10.
Schaap, Harmen, et al.. (2016). Revealing conceptual understanding of international business. Assessment & Evaluation in Higher Education. 42(5). 690–704. 4 indexed citations
11.
Schaap, Harmen, Marieke van der Schaaf, & Elly de Bruijn. (2016). Interactions in vocational education: negotiation of meaning of students and teaching strategies. Studies in Continuing Education. 39(1). 52–70. 10 indexed citations
12.
Schaap, Harmen, et al.. (2014). Verzamelde werken van "Leerling-docent-interactie bij schrijven in de vakken: een ontmoeting tussen wetenschap en praktijk". Data Archiving and Networked Services (DANS). 1 indexed citations
13.
Schaap, Harmen, et al.. (2014). Studenten leren recontextualiseren in het beroepsonderwijs; de rol van ontwerptekeningen en beroepsdilemma’s. Pedagogische Studiën. 91(1). 24–38. 1 indexed citations
14.
Schaap, Harmen, Marieke F. van der Schaaf, & Elly de Bruijn. (2011). Development of students' personal professional theories in senior secondary vocational education. Evaluation & Research in Education. 24(2). 81–103. 8 indexed citations
15.
Schaap, Harmen, et al.. (2011). Explicating Students' Personal Professional Theories in Vocational Education through Multi-method Triangulation. Scandinavian Journal of Educational Research. 55(6). 567–586. 12 indexed citations
16.
Bruijn, Elly de, et al.. (2010). Revealing personal professional theories. Quality & Quantity. 45(4). 783–800. 12 indexed citations
17.
Schaaf, Marieke van der, Paul A. Kirschner, Elly de Bruijn, & Harmen Schaap. (2009). Students' personal professional theories in competence-based vocational education.
18.
Schaap, Harmen, Elly de Bruijn, Marieke F. van der Schaaf, & Paul A. Kirschner. (2009). Students' personal professional theories in competence‐based vocational education: the construction of personal knowledge through internalisation and socialisation. Journal of Vocational Education and Training. 61(4). 481–494. 43 indexed citations
19.
Schaap, Harmen, et al.. (2009). Development intention of support staff in an academic organization in The Netherlands. Career Development International. 14(1). 69–86. 21 indexed citations
20.
Schaap, Harmen, et al.. (1990). The scientific instruments for ISO - technical highlights.. 61. 21–27. 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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