Shelley Yeo

866 total citations
18 papers, 590 citations indexed

About

Shelley Yeo is a scholar working on Education, Safety Research and Developmental and Educational Psychology. According to data from OpenAlex, Shelley Yeo has authored 18 papers receiving a total of 590 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 5 papers in Safety Research and 4 papers in Developmental and Educational Psychology. Recurrent topics in Shelley Yeo's work include Academic integrity and plagiarism (5 papers), Science Education and Pedagogy (5 papers) and Educational Strategies and Epistemologies (3 papers). Shelley Yeo is often cited by papers focused on Academic integrity and plagiarism (5 papers), Science Education and Pedagogy (5 papers) and Educational Strategies and Epistemologies (3 papers). Shelley Yeo collaborates with scholars based in Australia and Singapore. Shelley Yeo's co-authors include Marjan Zadnik, David F. Treagust, Hye‐Eun Chu, Matthew Kearney, Beatrice Tucker, Beverley Oliver, Ritu Gupta, Peter Taylor, Robert D. Loss and Allan G. Harrison and has published in prestigious journals such as American Journal of Physics, Science Education and International Journal of Science Education.

In The Last Decade

Shelley Yeo

17 papers receiving 514 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Shelley Yeo Australia	11	362	166	137	55	45	18	590
Selin Akgün United States	6	238 0.7×	77 0.5×	177 1.3×	132 2.4×	29 0.6×	7	674
Loucas Τ. Louca Cyprus	9	457 1.3×	15 0.1×	386 2.8×	6 0.1×	12 0.3×	15	577
Hassan Tairab United Arab Emirates	13	288 0.8×	22 0.1×	102 0.7×	19 0.3×	4 0.1×	33	443
J. Philip East United States	11	91 0.3×	327 2.0×	84 0.6×	74 1.3×	108 2.4×	28	605
Huanhuan Wang China	14	203 0.6×	24 0.1×	102 0.7×	34 0.6×	25 0.6×	28	432
Sascha Bernholt Germany	17	688 1.9×	25 0.2×	418 3.1×	4 0.1×	16 0.4×	53	896
Christina Krist United States	10	579 1.6×	25 0.2×	449 3.3×	2 0.0×	24 0.5×	26	772
Andreas Nehring Germany	12	282 0.8×	14 0.1×	151 1.1×	3 0.1×	16 0.4×	43	394
Kristin Lesseig United States	15	622 1.7×	72 0.4×	181 1.3×	2 0.0×	38 0.8×	36	754
Joi P. Walker United States	15	975 2.7×	51 0.3×	567 4.1×	4 0.1×	7 0.2×	24	1.1k

Countries citing papers authored by Shelley Yeo

Since Specialization

Citations

This map shows the geographic impact of Shelley Yeo'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 Shelley Yeo with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Shelley Yeo more than expected).

Fields of papers citing papers by Shelley Yeo

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Shelley Yeo. 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 Shelley Yeo. The network helps show where Shelley Yeo may publish in the future.

Co-authorship network of co-authors of Shelley Yeo

This figure shows the co-authorship network connecting the top 25 collaborators of Shelley Yeo. A scholar is included among the top collaborators of Shelley Yeo 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 Shelley Yeo. Shelley Yeo is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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18 of 18 papers shown

Yeo, Shelley, et al.. (2019). Academic Staff Responses to Student Plagiarism in Universities: A Literature Review from 1990 to 2019.. Issues in educational research. 29(4). 1131–1142. 10 indexed citations

Yeo, Shelley, et al.. (2019). Responding to student plagiarism in Western Australian universities: the disconnect between policy and academic staff. Journal of Higher Education Policy and Management. 42(1). 102–116. 21 indexed citations

Yeo, Shelley. (2012). Science and engineering students’ beliefs about plagiarism: ‘It’s only an assignment’. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference). 4 indexed citations

Mocerino, Mauro, Shelley Yeo, & Marjan Zadnik. (2012). Preparing Demonstrators for First Year Science Laboratories. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference). 1 indexed citations

Chu, Hye‐Eun, David F. Treagust, Shelley Yeo, & Marjan Zadnik. (2012). Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts. International Journal of Science Education. 34(10). 1509–1534. 65 indexed citations

McMahon, Graham T., Shelley Yeo, & Michael Williams. (2011). Making a Difference: Student Perceptions of E-learning Blended with Traditional Teaching Methods. eSpace (Curtin University). 2011(1). 759–764. 3 indexed citations

Yeo, Shelley, et al.. (2010). Interpretations of Comparability and Equivalence around Assessment: Views of Academic Staff in Transnational Education. eSpace (Curtin University). 22. 101–106.

Mahmud, Saadia, et al.. (2009). Collaborative approaches to moderation of assessment in transnational education. ePublications@SCU (Southern Cross University). 1–8. 1 indexed citations

Oliver, Beverley, Beatrice Tucker, Ritu Gupta, & Shelley Yeo. (2008). e VALUate: an evaluation instrument for measuring students’ perceptions of their engagement and learning outcomes. Assessment & Evaluation in Higher Education. 33(6). 619–630. 51 indexed citations

10.

Yeo, Shelley, et al.. (2007). Evaluation of a Process and Proforma for making Consistent Decisions about the Seriousness of Plagiarism Incidents. Quality in Higher Education. 13(2). 187–204. 21 indexed citations

11.

Yeo, Shelley. (2007). First‐year university science and engineering students’ understanding of plagiarism. Higher Education Research & Development. 26(2). 199–216. 130 indexed citations

12.

Yeo, Shelley, et al.. (2006). Internationalising a learning environment instrument for evaluating transnational online university courses. Learning Environments Research. 9(2). 179–194. 14 indexed citations

13.

Yeo, Shelley, Robert D. Loss, Marjan Zadnik, Allan G. Harrison, & David F. Treagust. (2004). What do students really learn from interactive multimedia? A physics case study. American Journal of Physics. 72(10). 1351–1358. 25 indexed citations

14.

Yeo, Shelley, et al.. (2003). Australian students' views on nuclear issues: Does teaching alter prior beliefs?. Physics Education. 38(2). 123–129. 19 indexed citations

15.

Yeo, Shelley & Marjan Zadnik. (2001). Introductory thermal concept evaluation: assessing students' understanding. The Physics Teacher. 39(8). 496–504. 136 indexed citations

16.

Kearney, Matthew, David F. Treagust, Shelley Yeo, & Marjan Zadnik. (2001). Student and Teacher Perceptions of the Use of Multimedia Supported Predict–Observe–Explain Tasks to Probe Understanding. Research in Science Education. 31(4). 589–615. 63 indexed citations

17.

Yeo, Shelley & Marjan Zadnik. (2000). Newton, We Have a Problem.. eSpace (Curtin University). 46(1). 9–19. 5 indexed citations

18.

Yeo, Shelley & David F. Treagust. (2000). Connecting research in physics education with teacher education. Science Education. 84(5). 685–687. 21 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.

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