Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
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).
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 of co-authors of Κathy Sylva
This figure shows the co-authorship network connecting the top 25 collaborators of Κathy Sylva.
A scholar is included among the top collaborators of Κathy Sylva 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 Κathy Sylva. Κathy Sylva is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Siraj, Iram, et al.. (2019). Teaching in effective primary schools: research into pedagogy and children's learning. BIROn (Birkbeck, University of London).2 indexed citations
Siraj‐Blatchford, Iram, Brenda Taggart, Pam Sammons, Edward Melhuish, & Κathy Sylva. (2013). Effective teachers in primary schools: key research on pedagogy and children's learning. BIROn (Birkbeck, University of London).2 indexed citations
6.
Sammons, Pam, Κathy Sylva, Edward Melhuish, et al.. (2012). 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. IOE EPrints.4 indexed citations
7.
Sammons, Pam, Κathy Sylva, Edward Melhuish, et al.. (2011). Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14) Students’ Reports of Their Experiences of School in Year 9. BIROn (Birkbeck, University of London).1 indexed citations
8.
Sylva, Κathy, Iram Siraj‐Blatchford, & Brenda Taggart. (2010). ECERS-E: the early childhood environment rating scale : curricular extension to ECERS-R.14 indexed citations
9.
Sylva, Κathy, Brenda Taggart, Edward Melhuish, Pam Sammons, & Iram Siraj‐Blatchford. (2010). Frühe bildung zählt: das effective pre-school and primary education project (EPPE) und das sure start programm. BIROn (Birkbeck, University of London).1 indexed citations
10.
Taggart, Brenda, Iram Siraj‐Blatchford, Κathy Sylva, Edward Melhuish, & Pam Sammons. (2008). Influencing policy and practice through research on early childhood education. BIROn (Birkbeck, University of London). 2008(1). 7–21.10 indexed citations
11.
Sammons, Pam, et al.. (2007). 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. IOE EPrints.45 indexed citations
12.
Lubans, David R., Κathy Sylva, & Philip J. Morgan. (2007). Factors Associated with Physical Activity in a Sample of British Secondary School Students.. NOVA (University of Newcastle Australia). 7. 22–30.29 indexed citations
13.
Evangelou, Maria & Κathy Sylva. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP).. Oxford University Research Archive (ORA) (University of Oxford). 9(1).9 indexed citations
14.
Sylva, Κathy, et al.. (2004). Effective pre-school provision. BIROn (Birkbeck, University of London).16 indexed citations
15.
Melhuish, Edward, et al.. (2004). 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.. UCL Discovery (University College London).3 indexed citations
16.
Sylva, Κathy, Iram Siraj‐Blatchford, & Brenda Taggart. (2003). Assessing Quality in the Early Years - Early Childhood Environment Rating Scale Extension (ECERS-E): Four Curricular Subscales.138 indexed citations
Sylva, Κathy, et al.. (2001). Observations of Child Behaviours as Indicators of Child Care Quality in Singapore.. Early childhood education. 8(4). 23–37.7 indexed citations
19.
Sylva, Κathy, Iram Siraj‐Blatchford, Edward Melhuish, et al.. (1999). Characteristics of the centres in the EPPE sample : observational profiles.. Durham Research Online (Durham University).4 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.