Svenja Vieluf

871 total citations
29 papers, 496 citations indexed

About

Svenja Vieluf is a scholar working on Education, Sociology and Political Science and Language and Linguistics. According to data from OpenAlex, Svenja Vieluf has authored 29 papers receiving a total of 496 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 7 papers in Sociology and Political Science and 5 papers in Language and Linguistics. Recurrent topics in Svenja Vieluf's work include Education Methods and Technologies (7 papers), Sociology and Education Studies (5 papers) and Teacher Education and Leadership Studies (5 papers). Svenja Vieluf is often cited by papers focused on Education Methods and Technologies (7 papers), Sociology and Education Studies (5 papers) and Teacher Education and Leadership Studies (5 papers). Svenja Vieluf collaborates with scholars based in Germany, Switzerland and Australia. Svenja Vieluf's co-authors include Mareike Kunter, Eckhard Klieme, Fons J. R. van de Vijver, Jan Hochweber, D. L. Kaplan, Anna‐Katharina Praetorius, Kerstin Göbel, Marc Kleinknecht, Marcus Pietsch and Steffani Saß and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and The Journal of Educational Research.

In The Last Decade

Svenja Vieluf

27 papers receiving 454 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Svenja Vieluf Germany 10 375 110 67 57 56 29 496
Sammy King Fai Hui Hong Kong 14 387 1.0× 76 0.7× 71 1.1× 57 1.0× 63 1.1× 40 535
Eve Eisenschmidt Estonia 15 596 1.6× 104 0.9× 81 1.2× 56 1.0× 56 1.0× 50 724
Dianne F. Olivier United States 7 468 1.2× 92 0.8× 93 1.4× 47 0.8× 42 0.8× 12 583
Leslie W. Grant United States 8 475 1.3× 65 0.6× 86 1.3× 35 0.6× 48 0.9× 17 581
Xiang Hu China 11 304 0.8× 126 1.1× 95 1.4× 35 0.6× 82 1.5× 20 560
Anne Podolsky United States 10 431 1.1× 55 0.5× 62 0.9× 28 0.5× 58 1.0× 19 560
Virginia Snodgrass Rangel United States 13 346 0.9× 54 0.5× 47 0.7× 64 1.1× 72 1.3× 45 509
Huan Song China 13 299 0.8× 105 1.0× 95 1.4× 21 0.4× 44 0.8× 41 499
Katharina Maag Merki Switzerland 14 358 1.0× 171 1.6× 155 2.3× 77 1.4× 121 2.2× 64 617
Katrin Poom‐Valickis Estonia 12 304 0.8× 49 0.4× 46 0.7× 23 0.4× 45 0.8× 41 396

Countries citing papers authored by Svenja Vieluf

Since Specialization
Citations

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

Fields of papers citing papers by Svenja Vieluf

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Svenja Vieluf

This figure shows the co-authorship network connecting the top 25 collaborators of Svenja Vieluf. A scholar is included among the top collaborators of Svenja Vieluf 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 Svenja Vieluf. Svenja Vieluf 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.
Praetorius, Anna‐Katharina, Charalambos Y. Charalambous, Svenja Vieluf, et al.. (2025). Rethinking teaching-quality research: a reflection on the role of core working assumptions and possible pathways for future research. School Effectiveness and School Improvement. 36(2). 314–334. 2 indexed citations
2.
Herbert, Benjamin, et al.. (2025). Critical examination of the measurement quality of student outcomes: a systematic review. School Effectiveness and School Improvement. 36(2). 211–241. 9 indexed citations
3.
Vieluf, Svenja, Matthias Proske, & Alexander Naumann. (2025). What role does teaching play for learning? A critical discussion of the teaching effectiveness paradigm. School Effectiveness and School Improvement. 36(2). 242–262. 4 indexed citations
4.
Rauch, Dominique, Birgit Becker, & Svenja Vieluf. (2025). Umgang mit Mehrsprachigkeit: Überzeugungen und selbstberichtete Unterrichtspraxis von Lehrpersonen im Kontext von Fluchtmigration. Zeitschrift für Erziehungswissenschaft. 28(3). 581–608.
5.
Göbel, Kerstin, Dominique Rauch, & Svenja Vieluf. (2023). Leistungsbedingungen und Leistungsergebnisse von Schülerinnen und Schülern türkischer, russischer und polnischer Herkunftssprachen. SHILAP Revista de lepidopterología. 16(2). 1 indexed citations
6.
Vieluf, Svenja, et al.. (2021). Are questionnaire scales which measure non-cognitive constructs suitable as school effectiveness criteria? A measurement invariance analysis. School Effectiveness and School Improvement. 32(3). 430–447. 1 indexed citations
7.
Vieluf, Svenja, et al.. (2021). Der Capability Approach als theoretisch-normative Grundlage für das Monitoring von Bildungsgerechtigkeit. DDS – Die Deutsche Schule. 2021(1). 101–117.
8.
Vieluf, Svenja, et al.. (2020). Angebots-Nutzungs-Modelle der Wirkweise des Unterrichts: ein kritischer Vergleich verschiedener Modellvarianten. Zurich Open Repository and Archive (University of Zurich). 29 indexed citations
9.
Vieluf, Svenja. (2020). The HAND in HAND Programme: Evaluation Report. peDOCS. 1 indexed citations
10.
Vieluf, Svenja, Anna‐Katharina Praetorius, Katrin Rakoczy, Marc Kleinknecht, & Marcus Pietsch. (2020). Angebots-Nutzungs-Modelle der Wirkweise des Unterrichts. 63–80. 4 indexed citations
11.
Vieluf, Svenja, Christian Monseur, Ariane Baye, & Dominique Lafontaine. (2019). Understanding and Addressing Common-Method Bias in International Large-Scale Assessments The Example of Reading Opportunities-To-Learn in PISA 2009. Open Repository and Bibliography (University of Liège). 1 indexed citations
12.
Göbel, Kerstin & Svenja Vieluf. (2018). Specific Effects of Language Transfer Promoting Teaching and Insights Into the Implementation in EFL-Teaching. ORBIS SCHOLAE. 11(3). 103–122. 4 indexed citations
13.
Hochweber, Jan & Svenja Vieluf. (2016). Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality. The Journal of Educational Research. 111(3). 268–283. 55 indexed citations
14.
Praetorius, Anna‐Katharina, et al.. (2015). The same in German as in English? Investigating the subject-specificity of teaching quality. Zeitschrift für Erziehungswissenschaft. 19(1). 191–209. 44 indexed citations
15.
Klieme, Eckhard & Svenja Vieluf. (2013). Schulische Bildung im internationalen Vergleich. Ein Rahmenmodell für Kontextanalysen in PISA. peDOCS. 229–246. 3 indexed citations
16.
Rutkowski, David, Leslie Rutkowski, Julie Bélanger, et al.. (2013). THE TALIS 2013 CONCEPTUAL FRAMEWORK. 9 indexed citations
17.
Vieluf, Svenja, Mareike Kunter, & Fons J. R. van de Vijver. (2013). Teacher self-efficacy in cross-national perspective. Teaching and Teacher Education. 35. 92–103. 129 indexed citations
18.
Naemi, Bobby, Jeremy Burrus, Patrick C. Kyllonen, et al.. (2013). Large-Scale Group Score Assessments: Past, Present, and Future. Oxford University Press eBooks. 7 indexed citations
19.
Vieluf, Svenja, et al.. (2012). Teaching Practices and Pedagogical Innovations: Evidence from TALIS.. OECD eBooks. 49 indexed citations
20.

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 Sammy King Fai Hui Breakdown of academic impact, for papers by Eve Eisenschmidt Breakdown of academic impact, for papers by Dianne F. Olivier Breakdown of academic impact, for papers by Leslie W. Grant Breakdown of academic impact, for papers by Xiang Hu Breakdown of academic impact, for papers by Anne Podolsky Breakdown of academic impact, for papers by Virginia Snodgrass Rangel Breakdown of academic impact, for papers by Huan Song Breakdown of academic impact, for papers by Katharina Maag Merki Breakdown of academic impact, for papers by Katrin Poom‐Valickis
Rankless by CCL
2026