The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Congruence and friction between learning and teaching
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Citations
Cites
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 1×
“Brown, Collins and Duguid (1989) notice that teaching often leads to isolated and inert knowledge.”
Enhancing teaching through constructive alignment
Biggs, J. (1996) · Higher Education · doi:10.1007/bf00138871 · Cited by 4,084
Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics
Collins, A., Brown, J. S., & Newman, S. E. (2018) · Knowing, Learning, and Instruction · doi:10.4324/9781315044408-14 · Cited by 3,674
Effects of learning skills interventions on student learning: a meta-analysis.
Hattie, J., Biggs, J., & Purdie, N. (1996) · Review of Educational Research · doi:10.3102/00346543066002099 · Cited by 1,106
Cited by
Learning Styles and Pedagogy in post-16 learning: a systematic and critical review
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004) · Newcastle University · doi:10.25405/ncl.34085991 · Cited by 1,810
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
Four key challenges to the design of blended learning: A systematic literature review
Boelens, R., De Wever, B., & Voet, M. (2017) · Educational Research Review · doi:10.1016/j.edurev.2017.06.001 · Cited by 698
Teacher knowledge and the knowledge base of teaching
Verloop, N., Van Driel, J., & Meijer, P. (2001) · International Journal of Educational Research · doi:10.1016/s0883-0355(02)00003-4 · Cited by 601
Self-citationRe-conceptualizing Emotion and Motivation to Learn in Classroom Contexts
Meyer, D. K., & Turner, J. C. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9032-1 · Cited by 479
Metadata
- Authors
- Vermunt, J. D., & Verloop, N.
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 1999-06
- Volume
- 9
- Issue
- 3
- Pages
- 257-280
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2020253165
- Cited by
- 839
- References
- 4
- FWCI
- 28.44
- Type
- journal article
- Language
- en
- Open access
- green
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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Cite CoChat for the checks on this page, and the paper for its own findings.
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- CoChat. (2026). Citation check: Congruence and friction between learning and teaching. https://app.cochat.ai/papers/10.1016/s0959-4752(98)00028-0
- The paper
- Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction. https://doi.org/10.1016/s0959-4752(98)00028-0
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
