Roos Van Gasse

424 total citations
29 papers, 286 citations indexed

About

Roos Van Gasse is a scholar working on Information Systems and Management, Education and Management Science and Operations Research. According to data from OpenAlex, Roos Van Gasse has authored 29 papers receiving a total of 286 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Information Systems and Management, 13 papers in Education and 6 papers in Management Science and Operations Research. Recurrent topics in Roos Van Gasse's work include Educational Assessment and Improvement (20 papers), Evaluation and Performance Assessment (6 papers) and Teacher Education and Leadership Studies (3 papers). Roos Van Gasse is often cited by papers focused on Educational Assessment and Improvement (20 papers), Evaluation and Performance Assessment (6 papers) and Teacher Education and Leadership Studies (3 papers). Roos Van Gasse collaborates with scholars based in Belgium, Netherlands and United States. Roos Van Gasse's co-authors include Peter Van Petegem, Jan Vanhoof, Kristin Vanlommel, Liesje Coertjens, Vincent Donche, Tine van Daal, Sven De Mæyer, Peter Vlerick, Martine Mol and Adrie J. Visscher and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and British Educational Research Journal.

In The Last Decade

Roos Van Gasse

25 papers receiving 275 citations

Peers

Roos Van Gasse

EDUCA

ISM

MSOR

DEP

CSA

Kristin Vanlommel Belgium

Jonee Wilson United States

Andrew Coombs Canada

Britnie Delinger Kane United States

Debra Ingram United States

Tom Corcoran

Christine J. Lyon United States

Victoria Robison United States

Sarah M. Bonner United States

Charles Munter United States

Kristin Vanlommel Belgium

Roos Van Gasse

168 ×1.2

EDUCA

187 ×1.4

ISM

51 ×1.5

MSOR

30 ×0.9

DEP

35 ×1.5

CSA

Citations per year, relative to Roos Van Gasse Roos Van Gasse (= 1×) peers Kristin Vanlommel

Countries citing papers authored by Roos Van Gasse

Since Specialization

Citations

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

Fields of papers citing papers by Roos Van Gasse

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Roos Van Gasse

This figure shows the co-authorship network connecting the top 25 collaborators of Roos Van Gasse. A scholar is included among the top collaborators of Roos Van Gasse 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 Roos Van Gasse. Roos Van Gasse 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

Gasse, Roos Van, et al.. (2025). Aan de slag met formele prestatiegegevens uit centrale toetsen. Veranderingsbereidheid van Vlaamse leerkrachten en de impact van schoolbeleid en leiderschap.. Pedagogische Studiën. 102(1). 59–88.

Consuegra, Els, et al.. (2024). The data coach chronicles: A systematic review of human support for making data-based decision-making a success. Teaching and Teacher Education. 146. 104641–104641. 4 indexed citations

Gasse, Roos Van, et al.. (2024). How Professional Learning Networks Can Support Teachers’ Data Literacy: In Conversation with Experts. Education Sciences. 14(10). 1071–1071.

Consuegra, Els, et al.. (2024). Bridging perspectives: Insights from different stakeholders on data coaching in education. Studies In Educational Evaluation. 83. 101392–101392.

Gasse, Roos Van, et al.. (2024). Hitting the mark? A user perspective on the relevance and irrelevance of school performance indicators. Studies In Educational Evaluation. 83. 101416–101416.

Gasse, Roos Van, et al.. (2024). Learning from comPA(I)Ring exemplars: Enhancing genre knowledge of argumentative texts. Journal of Writing Research. 16(1). 163–193. 1 indexed citations

Gasse, Roos Van, et al.. (2024). Profiles of teachers’ assessment techniques and their students’ involvement in assessment. European Journal of Teacher Education. 47(2). 369–388. 3 indexed citations

Gasse, Roos Van, et al.. (2023). ‘To teach or not to teach?’ An exploration of the career choices of educational professionals. Teachers and Teaching. 29(7-8). 788–820. 3 indexed citations

Gasse, Roos Van, et al.. (2023). Binnenklasdifferentiatie: een data-geïnformeerd proces?. Pedagogische Studiën. 100(1). 98–124. 1 indexed citations

10.

Gasse, Roos Van & Martine Mol. (2022). Student guidance decisions at team meetings: do teachers use data for rational decision making?. Studia paedagogica. 26(4). 99–117. 1 indexed citations

11.

Gasse, Roos Van, Kristin Vanlommel, Jan Vanhoof, & Peter Van Petegem. (2019). Teacher interactions in taking action upon pupil learning outcome data: A matter of attitude and self-efficacy?. Teaching and Teacher Education. 89. 102989–102989. 17 indexed citations

12.

Coertjens, Liesje, et al.. (2019). De comparatieve beoordelingsmethode voor een betrouwbare en valide cv-screening: een vergelijking tussen experts en studenten. Gedrag & Organisatie. 32(2). 2 indexed citations

13.

Gasse, Roos Van, et al.. (2019). Encouraging professional learning communities to increase the shared consensus in writing assessments. Journal of Professional Capital and Community. 4(4). 269–285. 2 indexed citations

14.

Daal, Tine van, et al.. (2018). When teachers compare argumentative texts: Decisions informed by multiple complex aspects of text quality. L1 Educational Studies in Language and Literature. 18, Running Issue(Running Issue). 1–22. 18 indexed citations

15.

Coertjens, Liesje, et al.. (2017). Teksten beoordelen met criterialijsten of via paarsgewijze vergelijking: een afweging van betrouwbaarheid en tijdsinvestering. SHILAP Revista de lepidopterología. 94(4). 283–303. 5 indexed citations

16.

Gasse, Roos Van, Kristin Vanlommel, Jan Vanhoof, & Peter Van Petegem. (2017). Individual, co‐operative and collaborative data use: A conceptual and empirical exploration. British Educational Research Journal. 43(3). 608–626. 5 indexed citations

17.

Gasse, Roos Van, Kristin Vanlommel, Jan Vanhoof, & Peter Van Petegem. (2017). The impact of collaboration on teachers’ individual data use. School Effectiveness and School Improvement. 28(3). 489–504. 28 indexed citations

18.

Vanlommel, Kristin, Roos Van Gasse, Jan Vanhoof, & Peter Van Petegem. (2017). Teachers’ decision-making: Data based or intuition driven?. International Journal of Educational Research. 83. 75–83. 84 indexed citations

19.

Gasse, Roos Van, Kristin Vanlommel, Jan Vanhoof, & Peter Van Petegem. (2017). Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases. Teaching and Teacher Education. 67. 550–560. 16 indexed citations

20.

Gasse, Roos Van, Kristin Vanlommel, Jan Vanhoof, & Peter Van Petegem. (2016). Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning?. Teaching and Teacher Education. 60. 387–397. 32 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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