Szu‐Yin Chu

684 total citations
35 papers, 417 citations indexed

About

Szu‐Yin Chu is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Szu‐Yin Chu has authored 35 papers receiving a total of 417 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 17 papers in Clinical Psychology and 10 papers in Developmental and Educational Psychology. Recurrent topics in Szu‐Yin Chu's work include Family and Disability Support Research (17 papers), Collaborative Teaching and Inclusion (12 papers) and Parental Involvement in Education (11 papers). Szu‐Yin Chu is often cited by papers focused on Family and Disability Support Research (17 papers), Collaborative Teaching and Inclusion (12 papers) and Parental Involvement in Education (11 papers). Szu‐Yin Chu collaborates with scholars based in Taiwan, United States and Canada. Szu‐Yin Chu's co-authors include Janet Chang, Geoffrey Wall, Shernaz B. García, Shana J. Haines, Susan B. Palmer, Jean Ann Summers, Chian‐Yaw Hwang, Elizabeth J. Erwin, Chih‐Chiang Chen and Han‐Nan Liu and has published in prestigious journals such as Annals of Tourism Research, Learning and Individual Differences and Pediatric Allergy and Immunology.

In The Last Decade

Szu‐Yin Chu

30 papers receiving 375 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Szu‐Yin Chu Taiwan 11 175 119 109 76 57 35 417
Jane Brodin Sweden 14 231 1.3× 72 0.6× 143 1.3× 55 0.7× 91 1.6× 77 540
du loisir et du sport 8 260 1.5× 199 1.7× 50 0.5× 43 0.6× 84 1.5× 76 481
Great Britain. Dept. for Education 8 366 2.1× 90 0.8× 148 1.4× 64 0.8× 168 2.9× 10 586
Margarida César Portugal 9 320 1.8× 115 1.0× 78 0.7× 94 1.2× 86 1.5× 48 453
Neil Kenny Ireland 11 86 0.5× 38 0.3× 78 0.7× 28 0.4× 34 0.6× 44 292
Dawn Young United States 10 219 1.3× 68 0.6× 41 0.4× 17 0.2× 175 3.1× 21 353
Mildred Boveda United States 13 333 1.9× 194 1.6× 40 0.4× 124 1.6× 48 0.8× 30 484
Claudia Castañeda United States 9 113 0.6× 169 1.4× 30 0.3× 50 0.7× 48 0.8× 12 400
Simoni Symeonidou Cyprus 15 359 2.1× 211 1.8× 86 0.8× 209 2.8× 58 1.0× 36 564
Akie Yada Finland 8 387 2.2× 147 1.2× 81 0.7× 131 1.7× 62 1.1× 15 535

Countries citing papers authored by Szu‐Yin Chu

Since Specialization
Citations

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

Fields of papers citing papers by Szu‐Yin Chu

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Szu‐Yin Chu. 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 Szu‐Yin Chu. The network helps show where Szu‐Yin Chu may publish in the future.

Co-authorship network of co-authors of Szu‐Yin Chu

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

All Works

20 of 20 papers shown
1.
Lin, Hwa-Chun, et al.. (2025). Promoting Peer Interaction and Acceptance Among Students with Special Needs Through an Experiential Learning Program. Children. 12(5). 543–543. 1 indexed citations
2.
Chao, Wei‐Chieh, et al.. (2025). Culturally Responsive Teaching Efficacy of Teachers at Inclusive Preschools in Taiwan. Early Childhood Education Journal. 54(2). 823–835.
3.
Chu, Szu‐Yin, et al.. (2022). A Review of Parent-Implemented Early Start Denver Model for Children with Autism Spectrum Disorder. Children. 9(2). 285–285. 12 indexed citations
4.
Chu, Szu‐Yin, et al.. (2022). Family Support: Implementing Embedded Learning Opportunities Within Family Routines. Journal of Developmental and Physical Disabilities. 35(5). 807–833.
5.
Chu, Szu‐Yin. (2021). Culturally responsive teaching efficacy in inclusive education at Taiwanese preschools. Asia-Pacific Journal of Teacher Education. 50(1). 97–114. 10 indexed citations
6.
Wang, Li‐Chih, Duo Liu, Kevin Kien Hoa Chung, & Szu‐Yin Chu. (2020). The link between auditory temporal processing and knowledge of the phonological coding system in learning to read Chinese. Learning and Individual Differences. 80. 101883–101883. 5 indexed citations
7.
Chu, Szu‐Yin. (2020). Practising Family-Centred Positive Behaviour Support for Preservice Special Education Teachers: Early Intervention Professional Training in Taiwan. International Journal of Disability Development and Education. 69(6). 1929–1945.
8.
Chu, Szu‐Yin. (2018). Family voices: promoting foundation skills of self-determination for young children with disabilities in Taiwan. Asia Pacific Education Review. 19(1). 91–101. 10 indexed citations
9.
10.
Chu, Szu‐Yin, et al.. (2015). The Effects of Video Self-Modeling on High School Students With Emotional and Behavioral Disturbances. Preventing School Failure Alternative Education for Children and Youth. 59(4). 207–216. 8 indexed citations
11.
Chen, Shuli, et al.. (2015). The Impacts of Remedial Interventions on Learning Chinese for Low-Achieving First Graders. The Asia-Pacific Education Researcher. 25(1). 45–55. 1 indexed citations
12.
Hwang, Chian‐Yaw, Yen‐Da Chen, Szu‐Yin Chu, et al.. (2014). Autoimmune disease comorbidities in patients with atopic dermatitis: a nationwide case–control study in Taiwan. Pediatric Allergy and Immunology. 25(6). 586–592. 44 indexed citations
13.
Chen, Shuli, et al.. (2014). Evaluating Effectiveness of Two Types of Chinese Remedial Materials for Low-Achieving and Disadvantaged Second Graders. The Asia-Pacific Education Researcher. 24(1). 111–123. 2 indexed citations
14.
15.
Palmer, Susan B., Jean Ann Summers, Mary Jane Brotherson, et al.. (2012). Foundations for Self-Determination in Early Childhood. Topics in Early Childhood Special Education. 33(1). 38–47. 50 indexed citations
16.
Chu, Szu‐Yin, et al.. (2012). Development of Effective School-Family Partnerships for Students from Culturally and Linguistically Diverse Backgrounds: From Special Education Teachers’ and Chinese American Parents’ Perspectives. 6(1). 4. 7 indexed citations
17.
18.
Chu, Szu‐Yin. (2011). Perspectives in Understanding the Schooling and Achievement of Students from Culturally and Linguistically Diverse Backgrounds. Journal of instructional psychology. 38(3). 201–209. 10 indexed citations
19.
20.
Chu, Szu‐Yin. (2011). Teacher Efficacy Beliefs Toward Serving Culturally and Linguistically Diverse Students in Special Education. Education and Urban Society. 45(3). 385–410. 24 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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