Nico Verloop
Emiritus hoogleraar Onderwijskunde
- Naam
- Prof.dr. N. Verloop
- Telefoon
- +31 71 527 4017
- verloop@iclon.leidenuniv.nl
- ORCID iD
- 0000-0002-1953-7890
Emiritus hoogleraar Onderwijskunde
- ICLON
- Onderzoek
- Oonk W., Gravemeijer K.P.E. & Verloop N. (2020), Analyzing student teachers' use of theory in their reflections on mathematics teaching practice, Mathematics Education Research Journal 32: 568-588.
- Hu Y., Rijst R.M. van der, Veen K. van & Verloop N. (2019), Integrating research into language teaching: Beliefs and perceptions of university teachers, Innovations in Education and Teaching International 56(5): 594-604.
- Ginkel G. van, Driel J.H. van & Verloop N. (2018), Mentor teachers' views of their mentees, Mentoring & Tutoring: Partnership in Learning 26(2): 122-147.
- Hu Y., Rijst R.M. van der, Veen K. van & Verloop N. (2018), Integrating research into language teaching: Beliefs and perceptions of university teachers, Innovations in Education and Teaching International 56(5): 594-604.
- Ginkel G. van, Verloop N. & Denessen E. (2016), Why mentor? Linking mentor teachers' motivations to their mentoring conceptions, Teachers and Teaching: Theory and Practice 22: 101-116.
- Vink C.C., Van Tartwijk J., Verloop N., Gosselink M.J., Driessen E. & Bolk J.H. (2016), The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups, Advances in Health Sciences Education 21(3): 643-657.
- Ginkel G. van, Verloop N. & Denessen E.J.P.G. (2016), Why mentor? Linking mentor teachers’ motivations tot their mentoring conceptions, Teachers and Teaching: Theory and Practice 22(1): 101-116.
- Kan C. van, Ponte P. & Verloop N. (2016), Ways in which teachers express what they consider to be in their pupils’ best interest. In: Wilkinson J., Bristol L. & Ponte P. (red.), Education for all as praxis. Professional Development in Education. Oxford: Routledge. 124-145.
- Ginkel G. van, Oolbekkink H., Meijer P.C. & Verloop N. (2016), Adapting mentoring to individual differences in novice teacher learning: the mentor’s viewpoint, Teachers and Teaching: Theory and Practice 22(2): 198-218.
- Dadi Chen, Tigelaar E.H. & Verloop N. (2016), The intercultural identities of nonnative English teachers: An overview of research worldwide, Asian Education Studies 1(2): 9-25.
- Verberg C.P.M., Tigelaar E.H., Veen K. van & Verloop N. (2016), Teacher agency within the context of formative teacher assessment: an in-depth analysis, Educational Studies 42(5): 534-552.
- Hu Y., Rijst R.M. van der, Veen K. van & Verloop N. (2016), The purposes and processes of master's thesis supervision: a comparison of Chinese and Dutch supervisors, Higher Education Research & Development 35(5): 910–924.
- Claessens L., Van Tartwijk J., Pennings H., Want A.C. van der, Verloop N., Den Brok P. & Wubbels T. (2016), Beginning and experienced secondary school teachers’ self- and student schema in positive and problematic teacher-student relationships, Teaching and Teacher Education 55: 88-99.
- Vink S.C., Tartwijk J. van, Verloop N., Gosselink M.J., Driessen E. & Bolk J.H. (2015), The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups, Advances in Health Sciences Education : .
- Hu Y., Rijst R.M. van der, Veen K. van & Verloop N. (2015), The role of research in teaching: A comparison of teachers from research universities and those from universities of applied sciences, Higher Education Policy 28: 535-554.
- Vink C.C., Tartwijk J. van, Verloop N., Gosselink M., Driessen E. & Bolk J. (2015), Concept maps en integratie van klinische vakken en basisvakken: expertiseverschillen in kaart gebracht. NVMO 12 november 2015 - 13 november 2015. Rotterdam: NVMO.
- Vink S.C., Tartwijk J. van, Bolk J.H. & Verloop N. (2015), Integration of clinical and basic sciences in concept maps: a mixed-method study on teacher learning, BMC Medical Education 15(20): .
- Oonk W., Verloop N. & Gravemeijer P.E. (2015), Enriching practical knowledge: Exploring student teachers' competence in integrating theory and practice of mathematics teaching, Journal for Research in Mathematics Education 46(5): 559-598.
- Verberg C.P.M., Tigelaar D.E.H. & Verloop N. (2015), Negotiated assessment and teacher learning: an in-depth exploration, Teaching and Teacher Education 49: 138-148.
- Belo N.A.H., Van Driel J.H., Veen K. van & Verloop N. (2014), Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education, Teaching and Teacher Education 39: 89-101.
- Rijst R.M. van der, Visser-Wijnveen G.J., Verloop N. & Van Driel J.H. (2014), Development of a tool to evaluate lecturers’ verbal repertoire in action, Teaching in Higher Education 19(6): 657-670.
- Rijst R.M. van der, Veen K. van & Verloop N. (2014), ‘And never the two shall meet’? Comparing Chinese and Dutch university teachers about the role of research in teaching, Higher Education : .
- Dobber M., Vandyck I., Akkerman S., De Graaff R., Beishuizen J., Pilot A., Verloop N. & Vermunt J. (2013), The development of community competence in the teacher education curriculum, European Journal of Teacher Education 36(3): 346-363.
- Rijst R.M. van der, Visser-Wijnveen G.J., Verloop N. & Driel J.H. van (2013), Undergraduate science coursework: teachers’ goal statements and how students experience research, Innovations in Education and Teaching International 50(2): 178–190.
- Jong R.J. de, Tartwijk J. van & Verloop N. (2013), Persoonlijkheid, self-efficacy, disciplineringsstrategieën en de leerkracht-leerlingrelatie bij leerkrachten in opleiding, Pedagogische Studiën 90(1): 21-39.
- Beijaard D., Meijer P & Verloop N. (2013), The emergence of research on teachers' professional identity: A review of literature from 1988 to 2000. In: Craig J., Meijer P.C. & Broeckmans J. (red.) Advances in Research on Teaching. nr. 19: Bingley Emerald Group Publishing Ltd.. 205-230.
- Verberg C.P.M., Tigelaar E.H. & Verloop N. (2013), Teacher learning through participation in a negotiated assessment procedure, Teachers and Teaching: Theory and Practice 19(2): .
- De Jong R.J., Van Tartvvijk J., Verloop N., Veldman I. & Wubbels T. (2012), Teachers' expectations of teacher-student interaction: Complementary and distinctive expectancy patterns, Teaching and Teacher Education 28(7): 948-956.
- Endedijk M.D., Vermunt J.D., Verloop N. & Brekelmans M. (2012), The nature of student teachers' regulation of learning in teacher education, British Journal of Educational Psychology 82(3): 469-491.
- Dobber M., Akkerman S.F., Verloop N. & Vermunt J.D. (2012), Student teachers' collaborative research: Small-scale research projects during teacher education, Studies in Higher Education 28(4): 609-617.
- Visser G.J., Driel J.H. van, Rijst R.M. van der, Visser A. & Verloop N. (2012), Relating academics' ways of integrating research and teaching to their students' perceptions, Studies in Higher Education 37(2): 219–234.
- Dobber M., Akkerman S.F., Verloop N., Admiraal W. & Vermunt J.D. (2012), Developing designs for community development in four types of student teacher groups, Learning Environments Research 15(3): 279-297.
- Dadi Chen, Tigelaar D.E.H. & Verloop N. (2011), Theorizing non-native ESP/EGP teacher intercultural identity: A way out of confusion. International Conference on English for Specific Purposes in Asia 21 oktober 2011 - 23 oktober 2011. Xi’an.
- Bakker M.E.J., Roelofs E.C., Beijaard D., Sanders P.F., Tigelaar D.E.H. & Verloop N. (2011), Video portfolios: the development and usefulness of a teacher assessment procedure, Studies in Educational Evaluation 37(2-3): 123-133.
- Beijaard D., Meijer P.C. & VerloopN. (2011), Reconsiderando a pesquisa sobre indentidade profissional de professores. In: Reis K., Veen K. van & Gimenez T. (red.) Identidades de professores de linguas. London: Eduel. 3-45.
- Platteel T.L., Hulshof H., Ponte P., Driel J.H. van & Verloop N. (2010), Forming a collaborative action research partnership, Educational Action Research 18(4): 429 — 451.
- Van Kan C.A., Ponte P. & Verloop N. (2010), How to conduct research on the inherent moral significance of teaching: A phenomenological elaboration of the standard repertory grid application, Teaching and Teacher Education 26(8): 1553-1562.
- Visser-Wijnveen G.J., Driel J.H. van, Rijst R.M. van der, Verloop N. & Visser A. (2010), The ideal research-teaching nexus in the eyes of academics: Building profiles, Higher Education Research & Development 29(2): 195-210.
- Rajuan M., Beijaard D. & Verloop N. (2010), The match and mismatch between expectations of student teachers and cooperating teachers: exploring different opportunities for learning to teach in the mentor relationship, Research Papers in Education 25(2): 201-223.
- Janssen F.J.J.M., Van Driel J.H. & Verloop N. (2010), Towards practical design support for teachers, Pedagogische Studien 87(6): 412-431.
- Janssen F.J.J.M., Driel J.H. van & Verloop N. (2010), Naar praktische ontwerpondersteuning voor docenten, Pedagogische Studiën 87(6): 412-431.
- Meirink J.A., Meijer P.C., Verloop N. & Bergen T. (2010), How do teachers learn in the workplace? An examination of teacher learning activities, European Journal of Teacher Education 32: 209-225.
- Visser-Wijnveen G.J., Driel J.H. van, Rijst R.M. van der, Verloop N. & Visser A. (2009), The relationship between academics' conceptions of knowledge, research and teaching - a metaphor study, Teaching in Higher Education 14(6): 673-686.
- Nijveldt M, Beijaard D., Brekelmans M., Wubbels T. & Verloop N. (2009), Assessors' perceptions of their judgement processes: Successful strategies and threats underlying valid assessment of student teachers, Studies in Educational Evaluation 35(1).
- Van Driel J.H., Bulte A.M.W. & Verloop N. (2008), Using the curriculum emphasis concept to investigate teachers' curricular beliefs in the context of educational reform, Journal of Curriculum Studies 40(1): 107-122.
- Van der Schaaf M.F., Stokking K.M. & Verloop N. (2008), Teacher beliefs and teacher behaviour in portfolio assessment, Teaching and Teacher Education 24(7): 1691-1704.
- Bakker M.E.J., Sanders P., Beijaard D., Wubbels T. & Verloop N. (2008), De betrouwbaarheid en generaliseerbaarheid van competentiebeoordelingen op basis van een videodossier, Pedagogische Studiën 85(4): 240-260.
- Nijveldt M.,Brekelmans M., Beijaard D., Wubbels T. & Verloop N. (2008), Validiteit in paarsgewijze beoordelingen van docentcompetenties, Pedagogische Studiën 85(4): 261-279.
- Rajuan M., Beijaard D. & Verloop N. (2008), What do student teachers learn? Perceptions of learning in mentoring relationships, New Educator 4(2): 133-151.
- Schaaf M. van der, Stokking K. & Verloop N. (2008), De validiteit van het beoordelen van docentcognities en docentgedrag in docentportfoliobeoordelingen, Pedagogische Studiën 85(4): 222-239.
- Rajuan M., Beijaard D. & Verloop N. (2008), The match and mismatch between expectations of student teachers and cooperating teachers: Exploring different opportunities for learning to teach in the mentor relationship. , Research Papers in Education 25(2): 1-22.
- Henze I., Driel J.H. van & Verloop N. (2007), The change of science teachers' personal knowledge about teaching models and modelling in the context of science education reform, International Journal of Science Education 29(15): 1819-1846.
- Mansvelder-Longayroux D.D., Beijaard D. & Verloop N. (2007), The portfolio as a tool for stimulating reflection by student teachers, Teaching and Teacher Education 23(1): 47-62.
- Henze I., Van Driel J.H. & Verloop N. (2007), Science teachers' knowledge about teaching models and modelling in the context of a new syllabus on public understanding of science, Research in Science Education 37: 99-122.
- Mansvelder-Longayroux D.D., Beijaard D., Verloop N. & Vermunt J.D. (2007), Functions of the learning portfolio in student teachers' learning process, Teachers College Record 109(1): 126-159.
- Beijaard Douwe Korthagen Fred Verloop Nico (2007), Understanding how teachers learn as a prerequisite for promoting teacher learning, Teachers and Teaching: Theory and Practice 13(2): 105-108.
- Meirink J. A., Meijer P. C. & Verloop N. (2007), A closer look at teachers’ individual learning in collaborative settings, Teachers and Teaching: Theory and Practice 13(2): 145-164.
- Oolbekkink-Marchand H.W., Driel J. van & Verloop N. (2007), Een vergelijking van de perspectieven van docenten in het voortgezet en wetenschappelijk onderwijs op onderwijzen en leren in de context van onderwijsvernieuwingen, Pedagogische Studiën 84(4): 393-307.
- Elen J., Verloop N. & Clarebout G. (2006), Meer dan didaktiek: evoluties in de onderwijskunde, Pedagogische Studiën 83(4): 255-259.
- Mansvelder-Longayroux D.D., Beijaard D. & Verloop N. (2006), The portfolio as a tool for stimulating reflection by student teachers, Teaching and Teacher Education 23(1): 47-62.
- Oolbekkink-Marchand H.W ., Driel J.H. van & Verloop N. (2006), Secondary and university teachers' perspectives on self-regulated learning. In: Oser F.K., Achtenhagen F. & Renold U. (red.) Competence oriented teacher training..
- Oolbekkink‐Marchand H.W., Driel J. H. van & Verloop N. (2006), A breed apart? A comparison of secondary and university teachers' perspectives on self‐regulated learning, Teachers and Teaching: Theory and Practice 12(5): 593-614.
- Verloop N. & Kessels J. (2006), Opleidingskunde: ontwikkelingen rond het opleiden en leren van professionals in onderwijs en bedrijfsleven, Pedagogische Studiën 83(4): 301-321.
- Jong O. de, Driel J.H. van & Verloop N. (2005), Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry, Journal of Research in Science Teaching 42: 947-964.
- Driel J.H. van, Bulte A.M.W. & Verloop N. (2005), The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation, International Journal of Science Education 27(3): 303-322.
- Schaaf M.F. van der, Stokking K.M. & Verloop N. (2005), Cognitive representations in raters' assessment of teacher portfolios, Studies in Educational Evaluation 31(1): 27-55.
- Nijveldt M., Beijaard D., Brekelmans M., Verloop N. & Wubbels T. (2005), Assessing the interpersonal competence of beginning teachers: the quality of the judgement process, International Journal of Educational Research 43(1-2): 89-102.
- Hulshof H. & Verloop N. (2005), Do Teachers Need Instructional Analogies to Teach Mother-Tongue (L1)? – Teachers’ Perceptions and Representations of Difficult Topics in Mother-Tongue Education, L1-Educational Studies in Language and Literature 5(1): 23-37.
- Schaaf M. van der, Stokking K. & Verloop N. (2005), De invloed van cognitieve representaties van beoordelaars op hun beoordeling van docentportfolio's, Pedagogische Studiën 82(1): 7-26.
- Henze I.,Driel J.H. van & Verloop N. (2005), De praktijkkennis van ervaren bètadocenten in de context van de invoering van Algemene Natuurwetenschappen, Pedagogische Studiën 82(1): 59-76.
- Beijaard D., Meijer P.C. & Verloop N. (2004), Reconsidering research on teachers' professional identity, Teaching and Teacher Education 20(2): 107-128.
- Beijaard D., Meijer P.C. & Verloop N. (2004), Understanding teacher identity: An overview of issues in the literature and implications for teacher education, Teaching and Teacher Education 20(2): 107-1128.
- Meijer P.C., Beijaard D. & Verloop N. (2004), Examining teachers' interactive cognitions using insights from research on teachers' practical knowledge. In: Day C & Sugrue C. (red.) Developing teachers' practical knowledge. London: Routledge. 186-202.
- Driel JH. van, Jong O. de & Verloop N. (2004), De Pedagogical Content Knowledge (PCK) van scheikundedocenten-in-opleiding over het gebruik van deeltjesmodellen, Pedagogische Studiën 81(4): 273-289.
- Janssen F. & Verloop N. (2003), De betekenis van perspectieven voor leren leren, Pedagogische Studiën 80(375-390).
- Zanting A., Vermunt J.D & Verloop N. (2003), How do student teachers elicit their mentor teachers' practical knowledge?, Teachers and Teaching: Theory and Practice 9(3): 197-211.
- Oonk W., Goffree F. & Verloop N. (2003), For the enrichment of practical knowledge: good practice and useful theory for future primary teachers. In: Using video in teacher education. nr. 10 Amsterdam: Elsevier. 131-167.
- Schaaf M.F. van der, Stokking K.M. & Verloop N. (2003), Developing Performance Standards for Teacher Assessment by Policy Capturing, Assessment and Evaluation in Higher Education 28(4): 395-410.
- Verloop N. (2003), De leraar. In: Verloop N. & Lowyck J. (red.), Onderwijskunde. Groningen: Wolters-Noordhoff. 194-248.
- Meijer P.C., Verloop N. & Beijaard D. (2002), Multi-method triangulation in a qualitative study on teachers' practical knowledge: An attempt to increase internal validity, Quality and Quantity 36: 145-167.
- Uhlenbeck A.M., Verloop N. & Beijaard D. (2002), Requirements for an assessment procedure for beginning teachers: Implications from recent theories on teaching and assessment, Teachers College Record 104(2): 242-272.
- Meijer P.C., Zanting A. & Verloop N. (2002), How can student teachers elicit experienced teachers' practical knowledge? Tools, suggestions, and significance, Journal of Teacher Education 53(5): 406-419.
- Hulshof H. & Verloop N. (2002), The use of analogies in language teaching: representing the content of teachers' practical knowledge, Journal of Curriculum Studies 34(1): 77-90.
- Driel J.H. van, Jong O. de & Verloop N. (2002), The development of preservice chemistry teachers' pedagogical content knowledge, Science Education 86(1): 572-590.
- Verhoeven P. & Verloop N. (2002), Identifying changes in teaching practice: innovative curricular objectives in classical languages and the taught curriculum, Journal of Curriculum Studies 34(1): 91-102.
- Bulterman-Bos J., Terwel J., Verloop N. & Wardekker W. (2002), Observation in teaching: Toward a practice of objectivity, Teachers College Record 104(6): 1069-1100.
- Driel J.H. van & Verloop N. (2002), Experienced teachers' knowledge of teaching and learning of models and modelling in science education, International Journal of Science Education 24(12): 1255-1272.
- Mansvelder-Longayroux D., Beijaard D. & Verloop N. (2002), Het portfolio als reflectie-instrument voor docenten-in-opleiding, Pedagogische Studiën 79: 269-286.
- Meijer P.C., Beijaard D. & Verloop N. (2002), Examining teachers' interactive cognitions using insights from research on teachers' practical knowledge. In: Sugrue C. & Day C. (red.), Developing teachers and teacher practice.. London: Routledge-Falmer. 162-178.
- Van Driel J.H., Beijaard D. & Verloop N. (2001), Professional development and reform in science education: The role of teachers' practical knowledge, Journal of Research in Science Teaching 38(2): 137-158.
- Zanting A., Verloop N. & Vermunt J.D. (2001), Student teachers eliciting mentors' practical knowledge and comparing it to their own beliefs, Teaching and Teacher Education 17(6): 725-740.
- Zanting A., Verloop N. & Vermunt J.D. (2001), Student teachers' beliefs about mentoring and learning to teach during teaching practice, British Journal of Educational Psychology 71: 57-80.
- Verloop N., Driel J.H. van & Meijer P. (2001), Teacher knowledge and the knowledge base of teaching, International Journal of Educational Research 35(5): 441-461.
- Verloop N. (2001), Teacher professionalism, International Journal of Educational Research 35(5): 433-441.
- Vermunt J.D. & Verloop N. (2000), Dissonance in students' regulation of learning processes. Journal of psychology in Education.. [overig].
- Beijaard D., Verloop N. & Vermunt J.D. (2000), Teachers' perceptions of professional identity: an exploratory study from a personal knowledge perspective, Teaching and Teacher Education 16(7): 749-764.
- Beijaard D., Verloop N., Wubbels T. & Feiman-Nemser S. (2000), The professional development of teachers. In: Simons R.J., Linden J. van der & Duffy T. (red.) New Learning. Groningen: Kluwer. 261-274.
- Hoeflaak A. & Verloop N. (2000), Vers une autonomie croissante de l'apprenant du francais langue étrangère?, Canadian Modern Language Review / Revue canadian des langues vivantes 56(4): 617-636.
- Tanner R.., Longayroux D., Beijaard D. & Verloop N (2000), Piloting portfolios: using portfolios in pre-service teacher education, International Journal of English Language Teaching 54(1): 20-30.
- Meijer P.C., Beijaard D. & Verloop N. (2000), Praktijkkennis van ervaren talendocenten. Verschillen en gemeenschappelijkheden in praktijkkennis op het gebied van tekstbegriponderwijs in de bovenbouw van het vwo, Pedagogische Studiën 77(1): 85-100.
- Van Driel J.H. & Verloop N. (1999), Teachers' knowledge of models and modelling in science, International Journal of Science Education 21(11): 1141-1153.
- Van Driel J.H., De Vos W. & Verloop N. (1999), Introducing dynamic equilibrium as an explanatory model, Journal of Chemical Education 76: 559-561.
- Vermunt J.D. & Verloop N. (1999), Congruence and friction between learning and teaching, Learning and Instruction 9: 257-280.
- Meijer P.C., Verloop N. & Beijaard D. (1999), Exploring language teachers' practical knowledge about teaching reading comprehension, Teaching and Teacher Education 15(1): 59-84.
- Beijaard D, Driel J. van & Verloop N (1999), Evaluation of story-line methodology in research on teachers' practical knowledge, Studies in Educational Evaluation 25(1).
- Beijaard D., Driel J. van & Verloop N. (1999), Evaluation of story-line methodology in research on teachers' practical knowledge, Studies in Educational Evaluation 25(1): 47-62.
- Beijaard D., Driel J. van & Verloop N. (1999), Evaluation of story-line methodology in research on teachers' practical knowledge, Studies in Educational Evaluation 25(1): 47-62.
- Van Driel J.H., Verloop N. & De Vos W. (1998), Developing science teachers' pedagogical content knowledge, Journal of Research in Science Teaching 35(6): 673-695.
- Van Driel J.H., De Vos W., Verloop N. & Dekkers H. (1998), Developing secondary students' conceptions of chemical reactions: the introduction of chemical equilibrium, International Journal of Science Education 20(4): 379-392.
- Zanting A., Verloop N., Vermunt J.D. & Driel J.H. van (1998), Explicating practical knowledge: An extension of mentor teachers' roles, European Journal of Teacher Education 21(1): 11-28.
- Driel J. van, Vos W. de & Verloop N. (1998), Relating students' reasoning to the history of science: The case of chemical equilibrium, Research in Science Education 28(2): 187-198.
- Driel J. van & Verloop N. (1998), Pedagogical content knowledge: Een verbindend element in de kennisbasis van docenten, Pedagogische Studiën 75(4): 225-237.
- Verloop N., Beijaard D. & Driel J.H. van (1998), Beoordeling van docenten, Pedagogische Studiën 75(6): 171-187.
- Driel J.H. van, Verloop N., Werven H.I. van & Dekkers H. (1997), Teachers' craft knowledge and curriculum innovation in higher engineering, Higher Education 34(1): 105-122.
- Beijaard D. & Verloop N. (1996), Assessing teachers' practical knowledge, Studies in Educational Evaluation 22(3): 275-286.
- Verloop N. (1995), De leraar. In: Lowyck J. & Verloop N. (red.), Onderwijskunde. Een kennisbasis voor professionals. Groningen: Wolters-Noordhoff. 109-150.
- Krüger M.L. & Verloop N. (1995), Schoolleiders en hun gerichtheid op het primaire proces, Pedagogische Studiën 73.
- Verloop N. (1994), The Netherlands, European Journal of Teacher Education 17(1-2): 99-104.
- Akker J. van den & Verloop N. (1994), Evaluation approaches and results in curriculum research and development in The Netherlands, Studies in Educational Evaluation 20(4): 421-436.
- Akker J van den & Verloop N. (1994), Curriculum evaluation in The Netherlands, Studies in Educational Evaluation 20(4): 419-43419-434.
- Verloop N. (1992), Case study The Netherlands, European Journal of Teacher Education 15(1): 123-130.
- Verloop N. (1992), Praktijkkennis van docenten: Een blinde vlek van de onderwijskunde, Pedagogische Studiën 69: 25-34.
- Verloop N. (1988), Investigating teacher cognitions, Journal of Curriculum Studies 20(1): 81-86.
- Hendriks T. & Verloop N. (1981), De functie van protocol-materiaal in de opleiding van onderwijsgevenden. Tijdschrift voor Lerarenopleiders. [overig].
- Verloop N. & Hendriks T. (1979), The use of protocol materials as an evaluation instrument, European Journal of Teacher Education 2(4): 187-197.
- Verloop N. (1979), Formatieve curriculumevaluatie en onderwijspsychologie, Pedagogische Studiën 56(4): 147-162.
- Nelissen J., Verloop N. & Zwarts M. (1978), Intelligentie en rekenen. Pleidooi voor een meer procesmatige benadering van het intelligentiebegrip, Pedagogische Studiën 55(1): .
- Assink E.M.H. & Verloop N. (1977), Het aanleren van deel-geheel relaties in het aanvankelijk rekenonderwijs, Pedagogische Studiën 54(4): 130-142.