| Toward a Model of Explaining Teachers’ Innovative Behavior: A Literature Review M Thurlings, AT Evers, M Vermeulen Review of Educational Research, 2014 | 785 | 2014 |
| Understanding feedback: A learning theory perspective M Thurlings, M Vermeulen, T Bastiaens, S Stijnen Educational Research Review 9, 1-15, 2013 | 414 | 2013 |
| Towards an understanding of social media use in the classroom: a literature review A Van Den Beemt, M Thurlings, M Willems Technology, Pedagogy and Education 29 (1), 35-55, 2020 | 301 | 2020 |
| The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning M Segers, D Gijbels, M Thurlings Educational studies 34 (1), 35-44, 2008 | 201 | 2008 |
| Learning outcomes of teacher professional development activities: a meta-study M Thurlings, P den Brok Educational review 69 (5), 554-576, 2017 | 153 | 2017 |
| Towards a better understanding of conceptual difficulties in introductory quantum physics courses T Bouchée, L de Putter-Smits, M Thurlings, B Pepin Studies in Science Education 58 (2), 183-202, 2022 | 79 | 2022 |
| Development of the Teacher Feedback Observation Scheme: Evaluating the quality of feedback in peer groups M Thurlings, M Vermeulen, K Kreijns, T Bastiaens, S Stijnen Journal of Education for Teaching 38 (2), 193-208, 2012 | 62 | 2012 |
| The role of feedback and social presence in an online peer coaching program for student teachers M Thurlings, M Vermeulen, T Bastiaens, S Stijnen Australasian Journal of Educational Technology 30 (3), 2014 | 40 | 2014 |
| Investigating teachers’ and students’ experiences of quantum physics lessons: opportunities and challenges T Bouchée, M Thurlings, L de Putter-Smits, B Pepin Research in Science & Technological Education 41 (2), 777-799, 2023 | 32 | 2023 |
| Investigating feedback on practice among teachers: Coherence of observed and perceived feedback M Thurlings, M Vermeulen, T Bastiaens, S Stijnen Mentoring & tutoring: partnership in learning 20 (4), 473-490, 2012 | 22 | 2012 |
| Factors influencing students’ proficiency development in the fraction domain: the role of teacher cognitions and behaviour M Koopman, M Thurlings, P den Brok Research Papers in Education 34 (1), 14-37, 2019 | 20 | 2019 |
| Student teachers’ and in-service teachers’ peer learning: A realist synthesis M Thurlings, P den Brok Educational Research and Evaluation 24 (1-2), 13-50, 2018 | 20 | 2018 |
| Perceptions of practical knowledge of learning and feedback among academic teachers M Thurlings, M van Diggelen European Journal of Engineering Education 46 (1), 139-160, 2021 | 19 | 2021 |
| An exploratory study into teachers’ beliefs and experiences about allocating students JPW Sleenhof, M Koopman, MCG Thurlings, D Beijaard Teaching and teacher education 80, 94-105, 2019 | 13 | 2019 |
| Leraren leren als gelijken: wat werkt? MCG Thurlings, PJ den Brok Technische Universiteit Eindhoven, 2014 | 11 | 2014 |
| Portraying primary fraction teaching: A variety of mathematical richness, pedagogic strategies, and use of curriculum materials M Thurlings, M Koopman, P Den Brok, B Pepin International Journal of Education in Mathematics, Science and Technology 7 …, 2019 | 9 | 2019 |
| Peer to peer feedback: A study on teachers' feedback processes M Thurlings Open Universiteit, 2012 | 8 | 2012 |
| The role of structure and interaction in teachers’ decision making during allocation meetings JPW Sleenhof, MCG Thurlings, M Koopman, D Beijaard Teaching Education 33 (3), 332-354, 2022 | 6 | 2022 |
| 8 Feedback als cruciale factor voor leerresultaat M Thurlings, H Wassink, T Bastiaens, S Stijnen, M Vermeulen Professionalisering van leraren op de werkplek, 91, 2011 | 6 | 2011 |
| Video Intervision Peer coaching in teacher professionalization: First online explorations M Thurlings, K Kreijns, T Bastiaens, S Stijnen Society for Information Technology & Teacher Education International …, 2009 | 5 | 2009 |