Penny Van Deur

465 total citations
15 papers, 265 citations indexed

About

Penny Van Deur is a scholar working on Education, Developmental and Educational Psychology and General Health Professions. According to data from OpenAlex, Penny Van Deur has authored 15 papers receiving a total of 265 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 11 papers in Developmental and Educational Psychology and 2 papers in General Health Professions. Recurrent topics in Penny Van Deur's work include Innovative Teaching and Learning Methods (10 papers), Educational Strategies and Epistemologies (5 papers) and Teacher Education and Leadership Studies (4 papers). Penny Van Deur is often cited by papers focused on Innovative Teaching and Learning Methods (10 papers), Educational Strategies and Epistemologies (5 papers) and Teacher Education and Leadership Studies (4 papers). Penny Van Deur collaborates with scholars based in Australia. Penny Van Deur's co-authors include Michael J. Lawson, Mirella Wyra, Stella Vosniadou, David Jeffries, I Gusti Ngurah Darmawan, Rosalind Murray‐Harvey, Sean H. K. Kang, Phillip T. Slee, Helen Askell‐Williams and Wendy Scott and has published in prestigious journals such as Teaching and Teacher Education, Educational Psychology Review and British Journal of Educational Psychology.

In The Last Decade

Penny Van Deur

14 papers receiving 250 citations

Peers

Penny Van Deur

EDUCA

DEP

SPS

Sabrina Vandevelde Belgium

Richard Brock United Kingdom

Sherice N. Clarke United States

Michael E. Beeth United States

Jessica Goldstein United States

Christopher Neil Prilop Germany

Beth Oyarzun United States

Khemmawadee Pongsanon United States

María José Barrera Mexico

Gustaf B. Skar Norway

Sabrina Vandevelde Belgium

Penny Van Deur

214 ×1.1

EDUCA

216 ×1.3

DEP

48 ×1.5

31 ×1.0

SPS

35 ×1.2

Citations per year, relative to Penny Van Deur Penny Van Deur (= 1×) peers Sabrina Vandevelde

Countries citing papers authored by Penny Van Deur

Since Specialization

Citations

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

Fields of papers citing papers by Penny Van Deur

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Penny Van Deur. 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 Penny Van Deur. The network helps show where Penny Van Deur may publish in the future.

Co-authorship network of co-authors of Penny Van Deur

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

All Works

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15 of 15 papers shown

Lawson, Michael J., Penny Van Deur, Wendy Scott, et al.. (2023). The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design. Teaching and Teacher Education. 125. 104043–104043. 7 indexed citations

Vosniadou, Stella, I Gusti Ngurah Darmawan, Michael J. Lawson, et al.. (2021). Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers. Metacognition and Learning. 16(3). 523–554. 44 indexed citations

Deur, Penny Van. (2020). Middle school teachers’ views on developing self-directed learning. Educational Studies. 47(6). 647–660. 4 indexed citations

Darmawan, I Gusti Ngurah, Stella Vosniadou, Michael J. Lawson, Penny Van Deur, & Mirella Wyra. (2020). The development of an instrument to test pre‐service teachers’ beliefs consistent and inconsistent with self‐regulation theory. British Journal of Educational Psychology. 90(4). 1039–1061. 12 indexed citations

Vosniadou, Stella, et al.. (2019). Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective. International Journal of Educational Research. 99. 101495–101495. 54 indexed citations

Lawson, Michael J., Stella Vosniadou, Penny Van Deur, Mirella Wyra, & David Jeffries. (2018). Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning. Educational Psychology Review. 31(1). 223–251. 99 indexed citations

Deur, Penny Van. (2017). Managing Self-Directed Learning in Primary School Education. 7 indexed citations

Deur, Penny Van. (2017). Managing Self-Directed Learning in Primary School Education: Emerging Research and Opportunities. 4 indexed citations

Askell‐Williams, Helen, Phillip T. Slee, & Penny Van Deur. (2013). Special Edition article: Social and emotional well-being programmes: The nexus between sustainability and quality assurance. 37(2). 48–56. 3 indexed citations

10.

Slee, Phillip T., Rosalind Murray‐Harvey, Katherine Dix, & Penny Van Deur. (2011). Quality Assurance for KidsMatter Primary: a scoping paper. Flinders Academic Commons (Flinders University).

11.

Deur, Penny Van. (2011). Views of Gifted Elementary Students about Self-Directed Learning. Gifted and Talented International. 26(1-2). 111–120. 2 indexed citations

12.

Deur, Penny Van. (2010). Assessing elementary school support for inquiry. Learning Environments Research. 13(2). 159–172. 9 indexed citations

13.

Deur, Penny Van. (2008). Assessing the Effect of Explicit Teaching on High Reasoning Primary Students’ Knowledge of Self-Directed Learning. Gifted and Talented International. 23(1). 141–152. 1 indexed citations

14.

Deur, Penny Van & Rosalind Murray‐Harvey. (2005). The inquiry nature of primary schools and students' self-directed learning knowledge. International education journal. 5(5). 166–177. 13 indexed citations

15.

Deur, Penny Van. (2004). Gifted Primary Students' Knowledge of Self Directed Learning.. International education journal. 4(4). 64–74. 6 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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