Κathy Sylva
- Education top 0.05%
- Early Childhood Education and Development 144
- Parental Involvement in Education 67
- Education Systems and Policy 65
- Child Development and Digital Technology 16
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- Educational and Psychological Assessments 26
- Reading and Literacy Development 18
- Clinical Psychology top 1%
- Child and Adolescent Psychosocial and Emotional Development 23
- Family and Disability Support Research 17
- Safety Research top 0.5%
- Human Factors and Ergonomics top 1%
- Co-authors
- Iram Siraj‐BlatchfordBrenda TaggartPam SammonsEdward MelhuishAlison JollyJerome S. BrunerVasiliki TotsikaLars‐Erik Malmberg
- Journals
- Oxford Review of Education (9 papers)Early Child Development and Care (9 papers)British Educational Research Journal (6 papers)
- Partner nations
- United KingdomMexicoAustralia
In The Last Decade
Κathy Sylva
237 papers receiving 6.4k citations
Hit Papers
Peers
Comparison fields: 5 of 140
- Education 5.8k
- Developmental and Educational Psychology 1.9k
- Clinical Psychology 1.8k
- Safety Research 567
- Human Factors and Ergonomics 151
Countries citing papers authored by Κathy Sylva
This map shows the geographic impact of Κathy Sylva'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 Κathy Sylva with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Κathy Sylva more than expected).
Fields of papers citing papers by Κathy Sylva
This network shows the impact of papers produced by Κathy Sylva. 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 Κathy Sylva. The network helps show where Κathy Sylva may publish in the future.
Co-authorship network
The 25 scholars most cited alongside Κathy Sylva, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2023 | 2 | |
| 2 | 2019 | 17 | |
| 3 | Teaching in effective primary schools: research into pedagogy and children's learning | 2019 | 2 |
| 4 | 2019 | 22 | |
| 5 | Effective teachers in primary schools: key research on pedagogy and children's learning | 2013 | 2 |
| 6 | Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14): Influences on students? dispositions in Key Stage 3: Exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concepts in Year 9 Research brief | 2012 | 4 |
| 7 | Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14) Students’ Reports of Their Experiences of School in Year 9 | 2011 | 1 |
| 8 | ECERS-E: the early childhood environment rating scale : curricular extension to ECERS-R | 2010 | 14 |
| 9 | Frühe bildung zählt: das effective pre-school and primary education project (EPPE) und das sure start programm | 2010 | 1 |
| 10 | Influencing policy and practice through research on early childhood education | 2008 | 10 |
| 11 | Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Summary Report, Influences on Children's Attainment and Progress in Key Stage 2: Cognitive Outcomes in Year 5 | 2007 | 45 |
| 12 | Factors Associated with Physical Activity in a Sample of British Secondary School Students. | 2007 | 29 |
| 13 | Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). | 2007 | 9 |
| 14 | Effective pre-school provision | 2004 | 16 |
| 15 | The Effective Pre-school Provision Northern Ireland (EPPNI) Project: Technical Paper 10: Pre-school Experience and Literacy and Numeracy Development at the End of Year 2 of Primary School. | 2004 | 3 |
| 16 | Assessing Quality in the Early Years - Early Childhood Environment Rating Scale Extension (ECERS-E): Four Curricular Subscales | 2003 | 138 |
| 17 | 2002 | 3 | |
| 18 | Observations of Child Behaviours as Indicators of Child Care Quality in Singapore. | 2001 | 7 |
| 19 | Characteristics of the centres in the EPPE sample : observational profiles. | 1999 | 4 |
| 20 | 1999 | 4 |
About Κathy Sylva
Κathy Sylva is a scholar working on Education, Developmental and Educational Psychology, Clinical Psychology, Safety Research and Linguistics and Language, having authored 257 papers that have together received 7.7k indexed citations. Recurring topics across this work include Early Childhood Education and Development (144 papers), Parental Involvement in Education (67 papers), Education Systems and Policy (65 papers), Educational and Psychological Assessments (26 papers), Child and Adolescent Psychosocial and Emotional Development (23 papers), Reading and Literacy Development (18 papers), Family and Disability Support Research (17 papers) and Child Development and Digital Technology (16 papers). The work is most often cited by research in Education (5.8k citations), Developmental and Educational Psychology (1.9k citations), Clinical Psychology (1.8k citations), Safety Research (567 citations) and Human Factors and Ergonomics (151 citations). Κathy Sylva has collaborated with scholars based in United Kingdom, Mexico and Australia. Frequent co-authors include Iram Siraj‐Blatchford, Brenda Taggart, Pam Sammons, Edward Melhuish, Alison Jolly, Jerome S. Bruner, Vasiliki Totsika, Lars‐Erik Malmberg, Mai B. Phan and Karen Elliot. Their work appears in journals such as Oxford Review of Education, Early Child Development and Care, British Educational Research Journal, Child Care Health and Development and School Effectiveness and School Improvement.
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.