Simon Veenman

4.2k total citations · 1 hit paper
47 papers, 2.8k citations indexed

About

Simon Veenman is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Simon Veenman has authored 47 papers receiving a total of 2.8k indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Education, 30 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Simon Veenman's work include Educational and Psychological Assessments (17 papers), Innovative Teaching and Learning Methods (14 papers) and Teacher Education and Leadership Studies (12 papers). Simon Veenman is often cited by papers focused on Educational and Psychological Assessments (17 papers), Innovative Teaching and Learning Methods (14 papers) and Teacher Education and Leadership Studies (12 papers). Simon Veenman collaborates with scholars based in Netherlands and United States. Simon Veenman's co-authors include Eddie Denessen, Henny van der Meijden, Marinus Voeten, Janine van der Rijt, Erik Roelofs, Erik Roelofs, Jos van der Linden, Harm Tillema, Jeroen Janssen and Peter Sleegers and has published in prestigious journals such as Computers in Human Behavior, Review of Educational Research and American Educational Research Journal.

In The Last Decade

Simon Veenman

45 papers receiving 2.1k citations

Hit Papers

Perceived Problems of Beginning Teachers 1984 2026 1998 2012 1984 500 1000 1.5k
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. Perceived Problems of Beginning Teachers
    1984 1.6k citations Simon Veenman Review of Educational Research profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Simon Veenman Netherlands 19 2.3k 612 355 324 163 47 2.8k
Carolyn M. Evertson United States 27 2.4k 1.0× 845 1.4× 445 1.3× 189 0.6× 122 0.7× 84 3.1k
Walter Doyle United States 26 2.6k 1.1× 991 1.6× 457 1.3× 487 1.5× 97 0.6× 70 3.4k
Anita E. Woolfolk United States 19 2.4k 1.0× 606 1.0× 702 2.0× 239 0.7× 231 1.4× 48 3.2k
Lilian G. Katz United States 22 2.2k 0.9× 614 1.0× 234 0.7× 423 1.3× 119 0.7× 141 2.9k
Maurice Galton United Kingdom 30 2.2k 0.9× 717 1.2× 219 0.6× 380 1.2× 119 0.7× 98 2.7k
Karen Hammerness United States 23 2.4k 1.0× 465 0.8× 189 0.5× 602 1.9× 98 0.6× 60 2.8k
Morva McDonald United States 13 2.6k 1.1× 542 0.9× 166 0.5× 658 2.0× 114 0.7× 17 3.0k
Sharon Feiman‐Nemser United States 28 5.0k 2.1× 731 1.2× 368 1.0× 845 2.6× 163 1.0× 66 5.5k
Theodore Coladarci United States 16 1.4k 0.6× 442 0.7× 311 0.9× 171 0.5× 69 0.4× 43 1.9k
David Pedder United Kingdom 22 2.3k 1.0× 627 1.0× 133 0.4× 366 1.1× 132 0.8× 38 2.7k

Countries citing papers authored by Simon Veenman

Since Specialization
Citations

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

Fields of papers citing papers by Simon Veenman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Simon Veenman

This figure shows the co-authorship network connecting the top 25 collaborators of Simon Veenman. A scholar is included among the top collaborators of Simon Veenman 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 Simon Veenman. Simon Veenman 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.
Sleegers, Peter, et al.. (2008). Creating cooperative classrooms: effects of a two‐year staff development program. Educational Studies. 34(4). 343–360. 18 indexed citations
2.
Veenman, Simon, et al.. (2005). Face-to-face versus computer-mediated communication in a primary school setting. Computers in Human Behavior. 21(5). 831–859. 2 indexed citations
3.
Veenman, Simon, et al.. (2002). Toward a more cooperative classroom: Observations of teachers' instructional behaviors. ˜The œJournal of classroom interaction. 37. 37–46. 8 indexed citations
4.
Veenman, Simon, et al.. (2001). Coöperatief leren in het voortgezet onderwijs: evaluatie van een scholingsprogramma. Utrecht University Repository (Utrecht University). 21(3). 228–241. 1 indexed citations
5.
Veenman, Simon, et al.. (2001). Evaluation of a Coaching Programme for Cooperating. Educational Studies. 27(3). 317–340. 31 indexed citations
6.
Roelofs, Erik & Simon Veenman. (2000). Classroom heterogeneity and the use of instructional time in Dutch secondary schools. ˜The œJournal of classroom interaction. 35. 15–24. 2 indexed citations
7.
Veenman, Simon, et al.. (1999). Implementation effects of a training program for self-regulated learning. Data Archiving and Networked Services (DANS). 32(3). 148–159. 7 indexed citations
8.
Veenman, Simon, et al.. (1998). Coaching Beginning Teachers.. 5 indexed citations
9.
Veenman, Simon, et al.. (1996). Implementation Effects of a Pre‐service Training Course for Secondary Education Teachers. Educational Studies. 22(2). 225–243. 4 indexed citations
10.
Veenman, Simon, et al.. (1995). Long‐term Effects of a Staff Development Programme on Effective Instruction and Classroom Management for Teachers in Multigrade Classes. Educational Studies. 21(2). 167–185. 22 indexed citations
11.
Veenman, Simon. (1995). The Training of Coaching Skills: an implementation study. Educational Studies. 21(3). 415–431. 8 indexed citations
12.
Veenman, Simon. (1995). Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis. Review of Educational Research. 65(4). 319–319. 21 indexed citations
13.
Veenman, Simon, et al.. (1994). The impact of inservice training on teacher behaviour. Teaching and Teacher Education. 10(3). 303–317. 32 indexed citations
14.
Veenman, Simon, et al.. (1991). Characteristics of Effective In‐service Programmes and Activities: results of a Dutch survey. Educational Studies. 17(1). 25–48. 8 indexed citations
15.
Veenman, Simon, et al.. (1989). Training Teachers in Mixed‐age Classrooms: effects of a staff development programme. Educational Studies. 15(2). 165–180. 19 indexed citations
16.
Veenman, Simon. (1988). Time-on-Task in Mixed Age Classes.. ˜The œJournal of classroom interaction. 23(2). 14–21. 11 indexed citations
17.
Veenman, Simon, et al.. (1988). Features of Effective In‐service Activities: results of a Delphi‐study. Educational Studies. 14(2). 209–223. 11 indexed citations
18.
Tillema, Harm & Simon Veenman. (1987). Conceptualizing training methods in teacher education. International Journal of Educational Research. 11(5). 519–529. 10 indexed citations
19.
Veenman, Simon, et al.. (1985). Active Learning Time in Mixed Age Classes. Educational Studies. 11(3). 171–180. 15 indexed citations
20.
Veenman, Simon. (1984). Perceived Problems of Beginning Teachers. Review of Educational Research. 54(2). 143–143. 178 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Carolyn M. Evertson Breakdown of academic impact, for papers by Walter Doyle Breakdown of academic impact, for papers by Anita E. Woolfolk Breakdown of academic impact, for papers by Lilian G. Katz Breakdown of academic impact, for papers by Maurice Galton Breakdown of academic impact, for papers by Karen Hammerness Breakdown of academic impact, for papers by Morva McDonald Breakdown of academic impact, for papers by Sharon Feiman‐Nemser Breakdown of academic impact, for papers by Theodore Coladarci Breakdown of academic impact, for papers by David Pedder
Rankless by CCL
2026