Thomas de Lange

712 total citations
29 papers, 273 citations indexed

About

Thomas de Lange is a scholar working on Education, Human Factors and Ergonomics and Public Health, Environmental and Occupational Health. According to data from OpenAlex, Thomas de Lange has authored 29 papers receiving a total of 273 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 5 papers in Human Factors and Ergonomics and 5 papers in Public Health, Environmental and Occupational Health. Recurrent topics in Thomas de Lange's work include Evaluation of Teaching Practices (7 papers), Reflective Practices in Education (7 papers) and Higher Education Learning Practices (6 papers). Thomas de Lange is often cited by papers focused on Evaluation of Teaching Practices (7 papers), Reflective Practices in Education (7 papers) and Higher Education Learning Practices (6 papers). Thomas de Lange collaborates with scholars based in Norway, Sweden and United States. Thomas de Lange's co-authors include Crina Damşa, Ola Erstad, Øystein Gilje, Rachelle Esterhazy, Anne Möystad, Bjørn Stensaker, Elisabeth Hovdhaugen, Nicoline Frølich, Per Olaf Aamodt and Mari Elken and has published in prestigious journals such as SHILAP Revista de lepidopterología, Scientific Reports and Review of Educational Research.

In The Last Decade

Thomas de Lange

24 papers receiving 252 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Thomas de Lange Norway 9 187 45 38 32 27 29 273
Yngve Nordkvelle Norway 8 135 0.7× 32 0.7× 16 0.4× 49 1.5× 43 1.6× 30 214
Valerie Drew United Kingdom 9 160 0.9× 33 0.7× 15 0.4× 23 0.7× 37 1.4× 14 287
Lynn Quinn South Africa 9 209 1.1× 27 0.6× 28 0.7× 14 0.4× 39 1.4× 24 283
Freda Wolfenden United Kingdom 11 188 1.0× 38 0.8× 25 0.7× 46 1.4× 32 1.2× 34 317
Pamela D. Sherer United States 5 181 1.0× 53 1.2× 15 0.4× 31 1.0× 33 1.2× 7 245
Marion Heron United Kingdom 10 226 1.2× 38 0.8× 50 1.3× 21 0.7× 12 0.4× 41 299
Tony Burner Norway 10 251 1.3× 53 1.2× 74 1.9× 42 1.3× 34 1.3× 30 354
Der-Thanq Victor Chen Singapore 6 127 0.7× 61 1.4× 49 1.3× 47 1.5× 36 1.3× 7 283
Sharita Bharuthram South Africa 11 229 1.2× 73 1.6× 44 1.2× 45 1.4× 20 0.7× 19 293
Lisa Emerson New Zealand 8 140 0.7× 48 1.1× 34 0.9× 30 0.9× 16 0.6× 22 250

Countries citing papers authored by Thomas de Lange

Since Specialization
Citations

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

Fields of papers citing papers by Thomas de Lange

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Thomas de Lange. 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 Thomas de Lange. The network helps show where Thomas de Lange may publish in the future.

Co-authorship network of co-authors of Thomas de Lange

This figure shows the co-authorship network connecting the top 25 collaborators of Thomas de Lange. A scholar is included among the top collaborators of Thomas de Lange 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 Thomas de Lange. Thomas de Lange 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.
Lapuschkin, Sebastian, Wojciech Samek, Thomas de Lange, et al.. (2025). Exploring the clinical value of concept-based AI explanations in gastrointestinal disease detection. Scientific Reports. 15(1). 28860–28860.
2.
Lange, Thomas de, et al.. (2024). Vision: Towards Fully Shoulder-Surfing Resistant and Usable Authentication for Virtual Reality. University of Southern Denmark Research Portal (University of Southern Denmark). 1 indexed citations
3.
Haugen, Håvard Jostein & Thomas de Lange. (2024). Multiple choice as formative assessment in dental education. European Journal Of Dental Education. 28(3). 757–769. 3 indexed citations
4.
Lange, Thomas de, et al.. (2023). Faculty Peer Group Mentoring in Higher Education. 2 indexed citations
5.
Jäghagen, Eva Levring, et al.. (2023). The use of post‐exam feedback in oral radiology: A survey study of dental and dental hygienist schools in Europe. European Journal Of Dental Education. 27(4). 1048–1052. 1 indexed citations
6.
Esterhazy, Rachelle, et al.. (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. 91(2). 237–271. 28 indexed citations
7.
Esterhazy, Rachelle, Thomas de Lange, & Anne Möystad. (2021). How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions. Assessment in Education Principles Policy and Practice. 28(2). 135–150. 8 indexed citations
8.
Esterhazy, Rachelle, Thomas de Lange, & Crina Damşa. (2021). Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education. 48(2). 227–240. 7 indexed citations
9.
Lange, Thomas de, et al.. (2020). Analysing the constitution of trust in peer-based teacher mentoring groups – a sociocultural perspective. Teaching in Higher Education. 27(3). 337–351. 16 indexed citations
10.
Lange, Thomas de, et al.. (2020). How can video‐based assignments integrate practical and conceptual knowledge in summative assessment? Student experiences from a longitudinal experiment. British Educational Research Journal. 46(6). 1279–1299. 10 indexed citations
11.
Damşa, Crina & Thomas de Lange. (2019). Student-centred learning environments in highereducation. SHILAP Revista de lepidopterología. 42(1). 9–26. 38 indexed citations
12.
Hicks, Steven A., Pia H. Smedsrud, Michael A. Riegler, et al.. (2019). 383 DEEP LEARNING FOR AUTOMATIC GENERATION OF ENDOSCOPY REPORTS. Gastrointestinal Endoscopy. 89(6). AB77–AB77. 3 indexed citations
13.
Lange, Thomas de, et al.. (2018). Increasing clinical relevance in oral radiology: Benefits and challenges when implementing digital assessment. European Journal Of Dental Education. 22(3). 198–208. 8 indexed citations
14.
Lange, Thomas de, et al.. (2018). Kollegaveiledning i høyere utdanning. SHILAP Revista de lepidopterología. 41(3). 259–274. 7 indexed citations
15.
Lange, Thomas de, et al.. (2017). Rijgeschiktheid bij schizofrenie. Tijdschrift voor bedrijfs- en verzekeringsgeneeskunde. 25(6). 268–269.
16.
Lange, Thomas de, et al.. (2017). Studenten som veileder – erfaringer fra Krigsskolenslederutdanning. SHILAP Revista de lepidopterología. 40(2). 109–128. 3 indexed citations
17.
Damşa, Crina, Thomas de Lange, Mari Elken, et al.. (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. BIBSYS Brage (BIBSYS (Norway)). 45 indexed citations
18.
Sutphen, Molly & Thomas de Lange. (2014). What is formation? A conceptual discussion. Higher Education Research & Development. 34(2). 411–419. 4 indexed citations
19.
Lange, Thomas de, et al.. (2013). Chemical-Electric Car as an Undergraduate Student Project. Key engineering materials. 584. 142–146. 2 indexed citations
20.
Lange, Thomas de, et al.. (2013). Veier til doktorgraden. SHILAP Revista de lepidopterología. 36(4). 1–4. 1 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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