Perry den Brok

6.1k total citations · 1 hit paper
119 papers, 3.7k citations indexed

About

Perry den Brok is a scholar working on Education, Social Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Perry den Brok has authored 119 papers receiving a total of 3.7k indexed citations (citations by other indexed papers that have themselves been cited), including 108 papers in Education, 19 papers in Social Psychology and 18 papers in Developmental and Educational Psychology. Recurrent topics in Perry den Brok's work include Teacher Education and Leadership Studies (46 papers), Educational Environments and Student Outcomes (45 papers) and Urban Green Space and Health (14 papers). Perry den Brok is often cited by papers focused on Teacher Education and Leadership Studies (46 papers), Educational Environments and Student Outcomes (45 papers) and Urban Green Space and Health (14 papers). Perry den Brok collaborates with scholars based in Netherlands, United States and Australia. Perry den Brok's co-authors include Theo Wubbels, Mieke Brekelmans, Douwe Beijaard, Jan van Tartwijk, Antoine van den Beemt, Darrell Fisher, Ruurd Taconis, Hanneke Theelen, Marie‐Christine Opdenakker and Ridwan Maulana and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Teaching and Teacher Education.

In The Last Decade

Perry den Brok

113 papers receiving 3.4k citations

Hit Papers

Modeling teachers' and students’ attitudes, emotions, and... 2023 2026 2024 2025 2023 10 20 30 40 50
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.

  1. Modeling teachers' and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education
    2023 54 citations Seyyed Kazem Banihashem, Omid Noroozi et al. profile →

Peers

Perry den Brok
Mieke Brekelmans Netherlands
Wynne Harlen United Kingdom
Geneva D. Haertel United States
Darrell Fisher Australia
Myint Swe Khine United Arab Emirates
Leōnidas Kyriakidēs Cyprus
Benjamin Luke Moorhouse Hong Kong
Marilyn Fleer Australia
James Hiebert United States
Roelande Hofman Netherlands
Mieke Brekelmans Netherlands
Perry den Brok
Citations per year, relative to Perry den Brok Perry den Brok (= 1×) peers Mieke Brekelmans

Countries citing papers authored by Perry den Brok

Since Specialization
Citations

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

Fields of papers citing papers by Perry den Brok

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Perry den Brok. 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 Perry den Brok. The network helps show where Perry den Brok may publish in the future.

Co-authorship network of co-authors of Perry den Brok

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

All Works

20 of 20 papers shown
1.
Klaassen, R.G., et al.. (2025). Adaptive guidance for uncertainty: how teachers use scaffolding in transdisciplinary courses. Higher Education Research & Development. 44(6). 1444–1461.
2.
Hendrickx, Marloes M. H. G., Marieke Thurlings, & Perry den Brok. (2025). Teachers’ collaborative knowledge building in professional learning communities: connecting interaction patterns to learning gains. European Journal of Psychology of Education. 40(1). 1 indexed citations
3.
Gulikers, J.T.M., et al.. (2024). A learning framework for designing climate services for capacity building. Climate Services. 34. 100499–100499. 2 indexed citations
4.
5.
Pennings, Helena J. M., Marloes M. H. G. Hendrickx, Marieke Thurlings, & Perry den Brok. (2024). The application of orbital decomposition analysis to study the dynamic quality of teacher–teacher interactions. Classroom Discourse. 16(2). 207–223. 4 indexed citations
6.
Gulikers, J.T.M., et al.. (2024). Secondary School Teachers’ Use of Formative Assessment Practice to Create Co-regulated Learning. Socio-Environmental Systems Modeling. 8(1). 15–32. 2 indexed citations
7.
Köster, Bob, et al.. (2024). Student teachers’ classroom management learning process and outcomes during the internship. European Journal of Teacher Education. 1–23.
8.
Boom, Remko M., et al.. (2023). Competencies in higher education: identifying and selecting important competencies based on graduates & professionals in food technology. European Journal of Engineering Education. 49(3). 434–453. 1 indexed citations
9.
Tassone, V.C., Piety Runhaar, Perry den Brok, & H.J.A. Biemans. (2023). The added value of exploring course innovations university-wide: an application of a multifaceted analytical course innovation framework. Higher Education Research & Development. 43(2). 455–472. 2 indexed citations
10.
Gulikers, J.T.M., et al.. (2023). A systematic review to explore how characteristics of pedagogical development programmes in higher education are related to teacher development outcomes. The International Journal for Academic Development. 29(4). 446–462. 5 indexed citations
11.
Banihashem, Seyyed Kazem, et al.. (2023). Identifying student profiles based on their attitudes and beliefs towards online education and exploring relations with their experiences and background. Innovations in Education and Teaching International. 61(6). 1149–1163. 4 indexed citations
12.
Roberts, T. Grady, et al.. (2023). Developing a framework for using local knowledge systems to enhance capacity building in agricultural development. SHILAP Revista de lepidopterología. 4(2). 1–19. 1 indexed citations
13.
14.
Gulikers, J.T.M., et al.. (2022). Secondary school teachers' use of online formative assessment during COVID‐19 lockdown: Experiences and lessons learned. Journal of Computer Assisted Learning. 38(5). 1465–1481. 7 indexed citations
15.
Tassone, V.C., H.J.A. Biemans, Perry den Brok, & Piety Runhaar. (2021). Mapping course innovation in higher education: a multi-faceted analytical framework. Higher Education Research & Development. 41(7). 2458–2472. 9 indexed citations
16.
Köster, Bob, et al.. (2020). Student teachers’ classroom management during the school internship. European Journal of Teacher Education. 45(5). 727–745. 11 indexed citations
17.
Beemt, Antoine van den, et al.. (2016). Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course: a pilot study. Assessment & Evaluation in Higher Education. 42(6). 872–886. 41 indexed citations
18.
19.
Brok, Perry den, et al.. (2012). Teachers’ use of a self-assessment procedure: the role of criteria, standards, feedback and reflection. Teachers and Teaching. 19(2). 115–134. 20 indexed citations
20.
Telli, Sibel, Jale Çakıroğlu, & Perry den Brok. (2009). Lise Öğretmenlerinin Kişilerarası Davranışları ve Öğretmen Profilleri. DergiPark (Istanbul University). 36(36).

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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