Melanie Ehren

1.8k total citations
55 papers, 976 citations indexed

About

Melanie Ehren is a scholar working on Information Systems and Management, Education and Management Science and Operations Research. According to data from OpenAlex, Melanie Ehren has authored 55 papers receiving a total of 976 indexed citations (citations by other indexed papers that have themselves been cited), including 39 papers in Information Systems and Management, 31 papers in Education and 29 papers in Management Science and Operations Research. Recurrent topics in Melanie Ehren's work include Educational Assessment and Improvement (38 papers), Evaluation and Performance Assessment (29 papers) and Public Policy and Administration Research (9 papers). Melanie Ehren is often cited by papers focused on Educational Assessment and Improvement (38 papers), Evaluation and Performance Assessment (29 papers) and Public Policy and Administration Research (9 papers). Melanie Ehren collaborates with scholars based in Netherlands, United Kingdom and Austria. Melanie Ehren's co-authors include Adrie J. Visscher, Herbert Altrichter, Joe O’Hara, Gerry McNamara, Jane Perryman, Kim Schildkamp, Nichola Shackleton, Jacqueline Baxter, Mei Kuin Lai and David Godfrey and has published in prestigious journals such as SHILAP Revista de lepidopterología, British Journal of Educational Studies and Educational Research Review.

In The Last Decade

Melanie Ehren

51 papers receiving 858 citations

Peers

Melanie Ehren

EDUCA

ISM

MSOR

PSIR

SPS

Donald J. Peurach United States

Gail L. Sunderman United States

Robert L. Crowson United States

Katrina Bulkley United States

Linda Rönnberg Sweden

Joel R. Malin United States

Roald F. Campbell United States

Rebecca Jacobsen United States

Joanna Smith United States

Karen Edge United Kingdom

Donald J. Peurach United States

Melanie Ehren

605 ×1.0

EDUCA

421 ×0.7

ISM

235 ×0.6

MSOR

50 ×0.4

PSIR

91 ×1.2

SPS

Citations per year, relative to Melanie Ehren Melanie Ehren (= 1×) peers Donald J. Peurach

Countries citing papers authored by Melanie Ehren

Since Specialization

Citations

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

Fields of papers citing papers by Melanie Ehren

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Melanie Ehren

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

All Works

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20 of 20 papers shown

Bruijn, Anne G. M. de, et al.. (2025). School and student characteristics related to primary and secondary school students’ social–emotional functioning. Frontiers in Education. 10.

Ehren, Melanie, et al.. (2025). Exploring the implementation of lesson study in Portugal and England through the lens of institutionalism. International Journal for Lesson and Learning Studies. 14(2). 133–152. 1 indexed citations

Smith, William C., Melanie Ehren, & Sotiria Grek. (2024). Global governance of education: The Sustainable Development Goals as a product and mechanism?. International Review of Education. 70(4). 531–545. 2 indexed citations

Baxter, Jacqueline & Melanie Ehren. (2023). Factors contributing to and detracting from relational trust in leadership: The case of primary schools in South Africa. Frontiers in Education. 8. 2 indexed citations

Ehren, Melanie, et al.. (2023). Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes. School Effectiveness and School Improvement. 34(4). 401–418. 3 indexed citations

Ehren, Melanie, A. Spencer Paterson, & Jacqueline Baxter. (2019). Accountability and trust: Two sides of the same coin?. Journal of Educational Change. 21(1). 183–213. 28 indexed citations

Dijkstra, Anne Bert, et al.. (2017). Inspecting School Social Quality: Assessing and Improving School Effectiveness in the Social Domain. SHILAP Revista de lepidopterología. 3 indexed citations

Ehren, Melanie & Jane Perryman. (2017). Accountability of school networks. Educational Management Administration & Leadership. 46(6). 942–959. 44 indexed citations

Janssens, F.J.G. & Melanie Ehren. (2016). Toward a model of school inspections in a polycentric system. Evaluation and Program Planning. 56. 88–98. 10 indexed citations

10.

Ehren, Melanie, et al.. (2016). School inspections in low- and middle-income countries: Explaining impact and mechanisms of impact. Compare A Journal of Comparative and International Education. 47(4). 468–482. 15 indexed citations

11.

Gelderblom, Gert Jan, Kim Schildkamp, Jules M. Pieters, & Melanie Ehren. (2016). Data-based decision making for instructional improvement in primary education. International Journal of Educational Research. 80. 1–14. 40 indexed citations

12.

Scheerens, Jaap & Melanie Ehren. (2015). The Evidence Base for School Inspection Frameworks. SHILAP Revista de lepidopterología. 43–76. 3 indexed citations

13.

Ehren, Melanie & Jaap Scheerens. (2015). Evidenzbasierte Referenzrahmen zur Schulqualität als Grundlage von Schulinspektion. peDOCS. 232–272. 2 indexed citations

14.

Ehren, Melanie, et al.. (2012). Onderwijstoezicht in een polycentrisch sturingsmodel; Dilemma’s bij het vaststellen en verbeteren van de onderwijskwaliteit. Data Archiving and Networked Services (DANS). 21. 64–72. 1 indexed citations

15.

Scheerens, Jaap, et al.. (2012). OECD review on evaluation and assessment frameworks for improving school outcomes: country background report for the Netherlands. University of Groningen research database (University of Groningen / Centre for Information Technology). 8 indexed citations

16.

Scheerens, Jaap, et al.. (2012). Educational evaluation and assessment in the Netherlands : Country background report for the OECD study on Evaluation and Assessment Frameworks for Improving School Outcomes. IOE EPrints. 1 indexed citations

17.

Ehren, Melanie. (2010). Effecten van toezicht op het basisonderwijs. SHILAP Revista de lepidopterología. 87(3). 165–182. 5 indexed citations

18.

Ehren, Melanie. (2006). Toezicht en schoolverbetering. University of Twente Research Information. 8(4). 18–18. 4 indexed citations

19.

Ehren, Melanie & Adrie J. Visscher. (2006). TOWARDS A THEORY ON THE IMPACT OF SCHOOL INSPECTIONS. British Journal of Educational Studies. 54(1). 51–72. 82 indexed citations

20.

Ehren, Melanie, Frans L. Leeuw, & Jaap Scheerens. (2005). On the Impact of the Dutch Educational Supervision Act. American Journal of Evaluation. 26(1). 60–76. 38 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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