Sylvia Chong

853 total citations
38 papers, 560 citations indexed

About

Sylvia Chong is a scholar working on Education, Music and Developmental and Educational Psychology. According to data from OpenAlex, Sylvia Chong has authored 38 papers receiving a total of 560 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 5 papers in Music and 5 papers in Developmental and Educational Psychology. Recurrent topics in Sylvia Chong's work include Teacher Education and Leadership Studies (19 papers), Teacher Professional Development and Motivation (12 papers) and Collaborative Teaching and Inclusion (8 papers). Sylvia Chong is often cited by papers focused on Teacher Education and Leadership Studies (19 papers), Teacher Professional Development and Motivation (12 papers) and Collaborative Teaching and Inclusion (8 papers). Sylvia Chong collaborates with scholars based in Singapore, Australia and China. Sylvia Chong's co-authors include Ee Ling Low, Kim Chuan Goh, Angela F. L. Wong, Doris Choy, Pauline Ho, Kam Ming Lim, Linda Gan, Adam Wong, Isabella Wong and Choon Lang Quek and has published in prestigious journals such as Australasian Journal of Paramedicine, International Journal of Educational Research and Psychological Reports.

In The Last Decade

Sylvia Chong

36 papers receiving 488 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Sylvia Chong Singapore	13	441	77	74	61	55	38	560
Gang Zhu China	14	416 0.9×	67 0.9×	52 0.7×	116 1.9×	64 1.2×	43	538
Eve Eisenschmidt Estonia	15	596 1.4×	104 1.4×	46 0.6×	56 0.9×	25 0.5×	50	724
Shaoan Zhang United States	10	368 0.8×	103 1.3×	60 0.8×	47 0.8×	31 0.6×	40	488
Wee Tiong Seah Australia	14	485 1.1×	59 0.8×	62 0.8×	85 1.4×	18 0.3×	80	605
Gökhan Baş Türkiye	13	499 1.1×	97 1.3×	135 1.8×	50 0.8×	82 1.5×	82	667
Louise Sutherland Australia	7	383 0.9×	56 0.7×	29 0.4×	87 1.4×	35 0.6×	19	490
María Ángeles Martínez Ruiz Spain	8	355 0.8×	52 0.7×	211 2.9×	48 0.8×	33 0.6×	69	527
Annie Y.N. Cheng Hong Kong	11	619 1.4×	48 0.6×	46 0.6×	92 1.5×	34 0.6×	16	708
David B. Morris United States	8	313 0.7×	128 1.7×	25 0.3×	50 0.8×	23 0.4×	23	503
Mordechai Gordon United States	11	247 0.6×	55 0.7×	50 0.7×	103 1.7×	13 0.2×	37	415

Countries citing papers authored by Sylvia Chong

Since Specialization

Citations

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

Fields of papers citing papers by Sylvia Chong

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sylvia Chong

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

All Works

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20 of 20 papers shown

Chong, Sylvia, et al.. (2021). “I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self. International Journal of Education. 12(4). 132–132. 2 indexed citations

Chong, Sylvia, et al.. (2020). Data Analytics and Visualization to Support the Adult Learner in Higher Education. 126–131. 2 indexed citations

Chong, Sylvia, et al.. (2019). Early Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities. The Australian journal of teacher education. 44(7). 53–67. 12 indexed citations

Chong, Sylvia, et al.. (2016). Data-mining applications with the admission data of adult learners in higher education: a pilot study. International Journal of Management in Education. 10(2). 131–131. 3 indexed citations

Choy, Doris, Angela F. L. Wong, Sylvia Chong, & Kam Ming Lim. (2014). Beginning Teachers＇ Pedagogical Skills and Knowledge Towards Positive Pedagogic Teacher-Student Relationships. 美中教育评论：B. 4(6). 357–367. 1 indexed citations

Chong, Sylvia, et al.. (2014). Analysis of Factors that Influence Beginning Teachers’ Perception of their Instructional Competency. International Journal of Educational Reform. 23(1). 66–81. 1 indexed citations

Choy, Doris, Angela F. L. Wong, Kam Ming Lim, & Sylvia Chong. (2013). Beginning Teachers’ Perceptions of their Pedagogical Knowledge and Skills in Teaching: A Three Year Study. The Australian journal of teacher education. 38(5). 34 indexed citations

Chong, Sylvia, Ee Ling Low, & Kim Chuan Goh. (2011). Emerging Professional Teacher Identity of Pre-service Teachers. The Australian journal of teacher education. 36(8). 50–64. 96 indexed citations

Wong, Angela F. L., Sylvia Chong, Doris Choy, & Kam Ming Lim. (2011). Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching. Educational Research for Policy and Practice. 11(2). 105–117. 12 indexed citations

10.

Wong, Angela F. L., Doris Choy, Kam Ming Lim, & Sylvia Chong. (2011). School administrators’ perceptions of beginning teachers’ professional readiness in their first and third year of service. 1 indexed citations

11.

Chong, Sylvia, et al.. (2010). Demographic Trends: Impact on Schools.. 58(1). 1–15. 5 indexed citations

12.

Choy, Doris, Sylvia Chong, Angela F. L. Wong, & Isabella Wong. (2010). Beginning teachers’ perceptions of their levels of pedagogical knowledge and skills: did they change since their graduation from initial teacher preparation?. Asia Pacific Education Review. 12(1). 79–87. 14 indexed citations

13.

Ho, Pauline & Sylvia Chong. (2010). The talent development of a musically gifted adolescent in Singapore. International Journal of Music Education. 28(1). 47–60. 11 indexed citations

14.

Chong, Sylvia, et al.. (2009). A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes. Australasian Journal of Paramedicine. 34(3). 37 indexed citations

15.

Wong, Angela F. L., Sylvia Chong, Doris Choy, Isabella Wong, & Kim Huat Goh. (2008). A Comparison of Perceptions of Knowledge and Skills Held by Primary and Secondary Teachers: From the Entry to Exit of Their Preservice Programme. Australasian Journal of Paramedicine. 33(3). 17 indexed citations

16.

Ho, Pauline & Sylvia Chong. (2008). A Study on the Factors Influencing the Talent Development of a Musically Gifted Adolescent in Singapore Using Gagne's DMGT-based Analysis. Australian journal of music education/Australian journal of music education (Online). 7. 2 indexed citations

17.

Chong, Sylvia, Doris Choy, & Angela F. L. Wong. (2008). Pedagogical Knowledge and Skills of Preservice Primary School Teachers. 3 indexed citations

18.

Chong, Sylvia & Kim Chuan Goh. (2007). Choosing Teaching as a Second Career in Singapore.. 55(1). 95–106. 5 indexed citations

19.

Tan, Ai-Girl, et al.. (2005). Educational innovations : a perspective on class size, team teaching, alternative pedagogies, and assessments. 1 indexed citations

20.

Chong, Sylvia. (1991). General music education in the primary schools in Singapore 1959-1990. University Microfilms International eBooks. 2 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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