Judith Schoonenboom

3.2k total citations · 2 hit papers
52 papers, 1.9k citations indexed

About

Judith Schoonenboom is a scholar working on Education, Sociology and Political Science and General Health Professions. According to data from OpenAlex, Judith Schoonenboom has authored 52 papers receiving a total of 1.9k indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 10 papers in Sociology and Political Science and 8 papers in General Health Professions. Recurrent topics in Judith Schoonenboom's work include Evaluation and Performance Assessment (6 papers), Innovative Teaching and Learning Methods (5 papers) and Health Policy Implementation Science (5 papers). Judith Schoonenboom is often cited by papers focused on Evaluation and Performance Assessment (6 papers), Innovative Teaching and Learning Methods (5 papers) and Health Policy Implementation Science (5 papers). Judith Schoonenboom collaborates with scholars based in Netherlands, Austria and United States. Judith Schoonenboom's co-authors include R. Burke Johnson, Monique Volman, J.J. Beishuizen, Thea van Lankveld, Gerda Croiset, Fred Korthagen, Joop van der Schee, Federica Russo, Wilmad Kuiper and Rashmi A. Kusurkar and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Frontiers in Psychology.

In The Last Decade

Judith Schoonenboom

45 papers receiving 1.8k citations

Hit Papers

2 papers align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

How to Construct a Mixed Methods Research Design

2017 967 citations Judith Schoonenboom, R. Burke Johnson profile →
Developing a teacher identity in the university context: a systematic review of the literature

2016 269 citations Thea van Lankveld, Judith Schoonenboom et al. Higher Education Research & Development profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Judith Schoonenboom Netherlands	15	644	335	325	209	201	52	1.9k
Duncan David Nulty Australia	13	742 1.2×	437 1.3×	317 1.0×	528 2.5×	208 1.0×	26	2.6k
Charles Quincy United States	3	345 0.5×	263 0.8×	462 1.4×	156 0.7×	203 1.0×	5	1.9k
Jordan Osserman United Kingdom	3	351 0.5×	269 0.8×	493 1.5×	156 0.7×	208 1.0×	8	1.9k
Kadija Perreault Canada	14	864 1.3×	554 1.7×	590 1.8×	262 1.3×	281 1.4×	84	3.5k
Sheldon L. Stick United States	9	631 1.0×	465 1.4×	315 1.0×	206 1.0×	229 1.1×	28	2.1k
Robyn Henderson Australia	12	704 1.1×	223 0.7×	446 1.4×	91 0.4×	173 0.9×	74	1.9k
Janice Gosby United Kingdom	4	334 0.5×	300 0.9×	367 1.1×	160 0.8×	195 1.0×	8	1.7k
Donovan A. McFarlane United States	10	372 0.6×	280 0.8×	194 0.6×	335 1.6×	98 0.5×	33	1.7k
Sarah Prior Australia	15	284 0.4×	327 1.0×	399 1.2×	161 0.8×	200 1.0×	61	2.2k
Stephen R. Porter United States	25	1.2k 1.9×	310 0.9×	743 2.3×	167 0.8×	184 0.9×	66	3.0k

Countries citing papers authored by Judith Schoonenboom

Since Specialization

Citations

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

Fields of papers citing papers by Judith Schoonenboom

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Judith Schoonenboom

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

Schoonenboom, Judith, et al.. (2023). PRE-SERVICE PRIMARY SCHOOL TEACHERS' KNOWLEDGE DURING TEACHING INFORMAL STATISTICAL INFERENCE. Statistics Education Research Journal. 22(2). 12–12.

Korthagen, Fred, et al.. (2019). The impact of working with core qualities on primary school pupils’ wellbeing. Educational and Child Psychology. 36(3). 7–17. 2 indexed citations

Schoonenboom, Judith, John H. Hitchcock, & R. Burke Johnson. (2018). How to Interact with Differences in Special Education Intervention Research: Six Guidelines.. Research in the schools. 25(2). 34–43. 1 indexed citations

Hitchcock, John H., R. Burke Johnson, & Judith Schoonenboom. (2018). Idiographic and Nomothetic Causal Inference in Special Education Research and Practice: Mixed Methods Perspectives.. Research in the schools. 25(2). 56–67. 1 indexed citations

Schoonenboom, Judith, et al.. (2018). Pre-service primary school teachers’ knowledge of informal statistical inference. Journal of Mathematics Teacher Education. 22(6). 639–661. 9 indexed citations

Korthagen, Fred, et al.. (2018). Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning. Frontiers in Psychology. 9. 808–808. 44 indexed citations

Schoonenboom, Judith, R. Burke Johnson, & Dominik E. Froehlich. (2018). Combining Multiple Purposes of Mixing Within a Mixed Methods Research Design. International Journal of Multiple Research Approaches. 10(1). 271–282. 25 indexed citations

Schoonenboom, Judith. (2017). A Performative Paradigm for Mixed Methods Research. Journal of Mixed Methods Research. 13(3). 284–300. 31 indexed citations

Johnson, R. Burke, Federica Russo, & Judith Schoonenboom. (2017). Causation in Mixed Methods Research: The Meeting of Philosophy, Science, and Practice. Journal of Mixed Methods Research. 13(2). 143–162. 52 indexed citations

10.

Lankveld, Thea van, Judith Schoonenboom, Rashmi A. Kusurkar, et al.. (2016). Informal teacher communities enhancing the professional development of medical teachers: a qualitative study. BMC Medical Education. 16(1). 109–109. 25 indexed citations

11.

Lankveld, Thea van, Judith Schoonenboom, Monique Volman, Gerda Croiset, & J.J. Beishuizen. (2016). Developing a teacher identity in the university context: a systematic review of the literature. Higher Education Research & Development. 36(2). 325–342. 269 indexed citations breakdown →

12.

Schoonenboom, Judith, et al.. (2016). Learning to teach geography for primary education: results of an experimental programme. Journal of Geography in Higher Education. 40(3). 425–441. 10 indexed citations

13.

Schoonenboom, Judith, et al.. (2016). Supporting divergent and convergent production of test items for teachers in higher education. Thinking Skills and Creativity. 20. 1–16. 2 indexed citations

14.

Korthagen, Fred, et al.. (2015). De invloed van intrapersoonlijke factoren op studieresultaten van eerstejaars pabostudenten en de mediërende rol van academisch uitstelgedrag. SHILAP Revista de lepidopterología. 92(6). 394–412. 5 indexed citations

15.

Schoonenboom, Judith. (2015). The Realist Survey: How Respondents’ Voices Can Be Used to Test and Revise Correlational Models. Journal of Mixed Methods Research. 11(3). 308–327. 6 indexed citations

16.

Stefanov, Krassen, et al.. (2008). Evaluation of TENCompetence proof of concept assessment tools. Data Archiving and Networked Services (DANS). 3 indexed citations

17.

Schoonenboom, Judith, et al.. (2007). Trails in Education. 9 indexed citations

18.

Schoonenboom, Judith, et al.. (2006). A four-stage model for lifelong competence development. Data Archiving and Networked Services (DANS). 6 indexed citations

19.

Schoonenboom, Judith, et al.. (2006). Supporting curriculum development by visualizing a continuous learning pathway. Data Archiving and Networked Services (DANS).

20.

Schoonenboom, Judith. (2000). Analyse, norm en gebruik als factoren van taalverandering. Een studie naar veranderingen in het Nederlands onzijdig neutrum. UvA-DARE (University of Amsterdam). 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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