This map shows the geographic impact of J. van Drie'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 J. van Drie with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites J. van Drie more than expected).
This network shows the impact of papers produced by J. van Drie. 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 J. van Drie. The network helps show where J. van Drie may publish in the future.
Co-authorship network of co-authors of J. van Drie
This figure shows the co-authorship network connecting the top 25 collaborators of J. van Drie.
A scholar is included among the top collaborators of J. van Drie 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 J. van Drie. J. van Drie is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Drie, J. van, et al.. (2019). What do we know about the Pedagogical Content Knowledge of history teachers? : A review of empirical research. Utrecht University Repository (Utrecht University). 6(1). 72–95.11 indexed citations
Drie, J. van, et al.. (2014). Beter schrijven bij geschiedenis: effecten van schrijfinstructie op algemene tekstkwaliteit en historisch redeneren. UvA-DARE (University of Amsterdam). 15(3). 3–14.1 indexed citations
13.
Boxtel, Carla van & J. van Drie. (2013). Historical reasoning in the classroom: What does it look like and how can we enhance it?. UvA-DARE (University of Amsterdam). 2013(150). 44–52.27 indexed citations
14.
Drie, J. van & Carla van Boxtel. (2010). Chatting about the sixties: using on-line chat discussion to improve historical reasoning in essay-writing. UvA-DARE (University of Amsterdam). 140. 38–46.2 indexed citations
15.
Drie, J. van, et al.. (2010). Een vak dat zichzelf serieus neemt…: vakdidactisch onderzoek in Nederland (eindelijk) in de lift. UvA-DARE (University of Amsterdam). 51(6). 17–21.1 indexed citations
16.
Boxtel, Carla van, et al.. (2010). 'Het is te veel en te weinig tegelijk': de VGN-veldraadpleging centrale examinering geschiedenis havo en vwo. UvA-DARE (University of Amsterdam). 51(8). 4–6.1 indexed citations
17.
Drie, J. van, et al.. (2009). "When was that date?" Building and assessing a frame of reference in the Netherlands. UvA-DARE (University of Amsterdam). 137. 14–21.7 indexed citations
18.
Boxtel, Carla van & J. van Drie. (2008). Vermogen tot historisch redeneren: onderliggende kennis, vaardigheden en inzichten. Hermes. 12(43). 45–54.1 indexed citations
19.
Drie, J. van & Carla van Boxtel. (2008). Teacher strategies for fostering collaborative historical reasoning in whole-class discussions. International Conference of Learning Sciences. 147–148.
20.
Drie, J. van, et al.. (2006). Geschiedenis examineren. Rapport pilotproject CHMV-examen geschiedenis havo 2006. UvA-DARE (University of Amsterdam).3 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.