Monika Louws

771 total citations
16 papers, 520 citations indexed

About

Monika Louws is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Monika Louws has authored 16 papers receiving a total of 520 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 10 papers in Developmental and Educational Psychology and 3 papers in Social Psychology. Recurrent topics in Monika Louws's work include Teacher Education and Leadership Studies (10 papers), Innovative Teaching and Learning Methods (8 papers) and Collaborative Teaching and Inclusion (3 papers). Monika Louws is often cited by papers focused on Teacher Education and Leadership Studies (10 papers), Innovative Teaching and Learning Methods (8 papers) and Collaborative Teaching and Inclusion (3 papers). Monika Louws collaborates with scholars based in Netherlands and Australia. Monika Louws's co-authors include Jacobiene Meirink, Jan van Driel, Klaas van Veen, Eddie Denessen, Fred Hasselman, Lysanne Post, Harmen Schaap, Helma Oolbekkink-Marchand, Wilfried Admiraal and Anna van der Want and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Teaching and Teacher Education.

In The Last Decade

Monika Louws

15 papers receiving 484 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Monika Louws Netherlands	9	412	126	95	65	56	16	520
Linda la Velle United Kingdom	10	391 0.9×	76 0.6×	133 1.4×	32 0.5×	55 1.0×	40	526
Laurie Brantley‐Dias United States	11	462 1.1×	84 0.7×	101 1.1×	44 0.7×	55 1.0×	22	562
Annie Y.N. Cheng Hong Kong	11	619 1.5×	183 1.5×	65 0.7×	48 0.7×	92 1.6×	16	708
Deniz Deryakulu Türkiye	10	353 0.9×	88 0.7×	69 0.7×	43 0.7×	76 1.4×	47	473
María A. Rodríguez‐Manzanares Canada	8	323 0.8×	120 1.0×	91 1.0×	47 0.7×	63 1.1×	11	443
Lisbeth M. Brevik Norway	12	323 0.8×	163 1.3×	162 1.7×	21 0.3×	45 0.8×	32	584
Kimberley Gomez United States	11	358 0.9×	100 0.8×	45 0.5×	29 0.4×	109 1.9×	26	479
Shanti Divaharan Singapore	10	238 0.6×	119 0.9×	69 0.7×	51 0.8×	97 1.7×	15	431
Kathryn Kennedy United States	12	416 1.0×	119 0.9×	140 1.5×	32 0.5×	36 0.6×	37	538
Jan Eberhardt United States	10	490 1.2×	154 1.2×	34 0.4×	42 0.6×	64 1.1×	15	566

Countries citing papers authored by Monika Louws

Since Specialization

Citations

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

Fields of papers citing papers by Monika Louws

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Monika Louws

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

All Works

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16 of 16 papers shown

Louws, Monika, Annemie Struyf, Wouter Schenke, et al.. (2025). Actors’ involvement during collective sensemaking of educational change: a review study from a systems lens. Journal of Educational Change. 26(4). 599–629.

Louws, Monika, et al.. (2023). Utilising previous professional expertise by second-career teachers: Analysing case studies using the lens of transfer and adaptive expertise. Teaching and Teacher Education. 133. 104290–104290. 6 indexed citations

Admiraal, Wilfried, Lysanne Post, Liesbeth Kester, Monika Louws, & Ditte Lockhorst. (2022). Learning labs in a secondary school in the Netherlands: Effects of teachers' autonomy support on student learning motivation and achievement. Educational Studies. 50(5). 939–956. 5 indexed citations

Oolbekkink-Marchand, Helma, Anna van der Want, Harmen Schaap, Monika Louws, & Paulien C. Meijer. (2022). Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay. Teaching and Teacher Education. 113. 103684–103684. 8 indexed citations

Admiraal, Wilfried, Lysanne Post, Ditte Lockhorst, Monika Louws, & Liesbeth Kester. (2020). Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement. SHILAP Revista de lepidopterología. 3(3). 119–137. 4 indexed citations

Louws, Monika, Rosanne Zwart, Paulien C. Meijer, et al.. (2020). Exploring school leaders’ dilemmas in response to tensions related to teacher professional agency. Professional Development in Education. 46(4). 691–710. 9 indexed citations

Meirink, Jacobiene, Anna van der Want, Monika Louws, et al.. (2019). Beginning teachers’ opportunities for enacting informal teacher leadership: perceptions of teachers and school management staff members. European Journal of Teacher Education. 43(2). 243–257. 21 indexed citations

Admiraal, Wilfried, et al.. (2018). Personalizing Learning with Mobile Technology in Secondary Education.. International Association for Development of the Information Society. 62–69. 4 indexed citations

Schaap, Harmen, Monika Louws, Jacobiene Meirink, et al.. (2018). Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education. 45(5). 814–831. 36 indexed citations

10.

Louws, Monika, Klaas van Veen, Jacobiene Meirink, & Jan van Driel. (2017). Teachers’ professional learning goals in relation to teaching experience. European Journal of Teacher Education. 40(4). 487–504. 49 indexed citations

11.

Admiraal, Wilfried, Monika Louws, Ditte Lockhorst, et al.. (2017). Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology. Computers & Education. 114. 57–68. 102 indexed citations

12.

Louws, Monika, Jacobiene Meirink, Klaas van Veen, & Jan van Driel. (2017). Understanding teachers’ professional learning goals from their current professional concerns. Teachers and Teaching. 24(1). 63–80. 28 indexed citations

13.

Louws, Monika, Jacobiene Meirink, Klaas van Veen, & Jan van Driel. (2017). Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and Teacher Education. 66. 171–183. 129 indexed citations

14.

Louws, Monika. (2016). Professional learning: what teachers want to learn. Leiden Repository (Leiden University). 4 indexed citations

15.

Louws, Monika, Jacobiene Meirink, Klaas van Veen, & Jan van Driel. (2016). Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals. Professional Development in Education. 43(5). 770–788. 47 indexed citations

16.

Denessen, Eddie, et al.. (2015). The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology. SHILAP Revista de lepidopterología. 2015. 1–7. 68 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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