Wendelien Vantieghem

765 total citations
34 papers, 462 citations indexed

About

Wendelien Vantieghem is a scholar working on Education, Linguistics and Language and Safety Research. According to data from OpenAlex, Wendelien Vantieghem has authored 34 papers receiving a total of 462 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 8 papers in Linguistics and Language and 8 papers in Safety Research. Recurrent topics in Wendelien Vantieghem's work include Teacher Education and Leadership Studies (12 papers), Early Childhood Education and Development (9 papers) and Multilingual Education and Policy (8 papers). Wendelien Vantieghem is often cited by papers focused on Teacher Education and Leadership Studies (12 papers), Early Childhood Education and Development (9 papers) and Multilingual Education and Policy (8 papers). Wendelien Vantieghem collaborates with scholars based in Belgium, United States and Poland. Wendelien Vantieghem's co-authors include Mieke Van Houtte, Júlia Griful-Freixenet, Katrien Struyven, Piet Van Avermaet, Hans Vermeersch, Ruben Vanderlinde, Peter Stevens, Esli Struys, Sara Willems and Peter Lambert and has published in prestigious journals such as PLoS ONE, Teaching and Teacher Education and Sex Roles.

In The Last Decade

Wendelien Vantieghem

28 papers receiving 437 citations

Peers

Wendelien Vantieghem
Ilka Wolter Germany
Monica R. Brown United States
Georg Lorenz Germany
Monika Finsterwald Austria
Amy Price Azano United States
Anna Volodina Germany
Hussein M. Yaghi Lebanon
Carl Lamote Belgium
Feyza Tantekin Erden Türkiye
Sog Yee Mok Germany
Ilka Wolter Germany
Wendelien Vantieghem
Citations per year, relative to Wendelien Vantieghem Wendelien Vantieghem (= 1×) peers Ilka Wolter

Countries citing papers authored by Wendelien Vantieghem

Since Specialization
Citations

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

Fields of papers citing papers by Wendelien Vantieghem

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Wendelien Vantieghem

This figure shows the co-authorship network connecting the top 25 collaborators of Wendelien Vantieghem. A scholar is included among the top collaborators of Wendelien Vantieghem 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 Wendelien Vantieghem. Wendelien Vantieghem 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
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2.
Vantieghem, Wendelien, et al.. (2024). The dynamics of multilingual assessment: exploring the impact of linguistic accommodations on science achievement. Frontiers in Communication. 9. 1 indexed citations
3.
Vantieghem, Wendelien, et al.. (2023). Education for all in action: Measuring teachers’ competences for inclusive education. PLoS ONE. 18(11). e0291033–e0291033. 9 indexed citations
4.
Vantieghem, Wendelien, et al.. (2023). Uncovering the role of teacher educators in the reduction of inequalities in education: A critical discourse analysis. Social Psychology of Education. 27(3). 859–882. 4 indexed citations
5.
Willems, Sara, et al.. (2023). Diversity ideologies in Flemish education: explaining variation in teachers’ implementation of multiculturalism, assimilation and colourblindness. Journal of Education Policy. 38(6). 985–1006. 16 indexed citations
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Vantieghem, Wendelien, et al.. (2022). A quantitative analysis of the language policy processes in early childhood professionals’ advice on multilingual parenting. Current Issues in Language Planning. 24(3). 312–333. 1 indexed citations
8.
Vantieghem, Wendelien, et al.. (2022). Order in the chaos. Nurses’ perceptions of multilingual families in a society marked by a monoglossic ideology. International Journal of Bilingual Education and Bilingualism. 26(2). 189–200. 2 indexed citations
9.
Griful-Freixenet, Júlia, Katrien Struyven, & Wendelien Vantieghem. (2021). Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction. Teaching and Teacher Education. 107. 103503–103503. 29 indexed citations
10.
Vantieghem, Wendelien, et al.. (2021). Teacher expectations of multilingual students’ achievement. Lirias (KU Leuven). 2(2). 207–232.
11.
Avermaet, Piet Van, et al.. (2021). An empirical validation study of Spolsky's language policy model. Current Issues in Language Planning. 23(1). 77–95. 5 indexed citations
12.
Struys, Esli, et al.. (2021). What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy. Journal of Multilingual and Multicultural Development. 45(4). 1209–1225. 2 indexed citations
13.
Vantieghem, Wendelien, et al.. (2020). Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions. Studies In Educational Evaluation. 67. 100912–100912. 33 indexed citations
14.
Vantieghem, Wendelien, et al.. (2019). Vol potentieel : krachtig lesgeven in diversiteit. Ghent University Academic Bibliography (Ghent University). 1 indexed citations
15.
Griful-Freixenet, Júlia, et al.. (2019). Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review. Educational Research Review. 29. 100306–100306. 58 indexed citations
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Houtte, Mieke Van & Wendelien Vantieghem. (2017). Do Girls Make Boys Study? Gender Composition, Gender Role Culture, and Sense of Futility in Flemish Secondary Schools. Youth & Society. 52(2). 229–250. 12 indexed citations
18.
Consuegra, Els, et al.. (2016). Normbrekers : hoe scholen ruimte voor diversiteit kunnen creëren. Ghent University Academic Bibliography (Ghent University). 3 indexed citations
19.
Vantieghem, Wendelien & Mieke Van Houtte. (2015). Differences in Study Motivation Within and Between Genders: An Examination by Gender Typicality Among Early Adolescents. Youth & Society. 50(3). 377–404. 30 indexed citations
20.
Vantieghem, Wendelien, Hans Vermeersch, & Mieke Van Houtte. (2014). Why “Gender” disappeared from the gender gap: (re-)introducing gender identity theory to educational gender gap research. Social Psychology of Education. 17(3). 357–381. 25 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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