Tammy Kwan

826 total citations
23 papers, 485 citations indexed

About

Tammy Kwan is a scholar working on Education, Management, Monitoring, Policy and Law and Geography, Planning and Development. According to data from OpenAlex, Tammy Kwan has authored 23 papers receiving a total of 485 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 5 papers in Management, Monitoring, Policy and Law and 5 papers in Geography, Planning and Development. Recurrent topics in Tammy Kwan's work include Environmental Education and Sustainability (5 papers), Teacher Education and Leadership Studies (5 papers) and Geography Education and Pedagogy (5 papers). Tammy Kwan is often cited by papers focused on Environmental Education and Sustainability (5 papers), Teacher Education and Leadership Studies (5 papers) and Geography Education and Pedagogy (5 papers). Tammy Kwan collaborates with scholars based in Hong Kong, Australia and United States. Tammy Kwan's co-authors include Francis Lopez‐Real, Rod Gerber, Bob Adamson, Michael C. Frank, Amy Β. M. Tsui, Brenden M. Lake, Molly Lewis, John Lidstone, Mantak Yuen and Lilian S.C. Pun‐Cheng and has published in prestigious journals such as Cognition, Frontiers in Psychology and Journal of Environmental Psychology.

In The Last Decade

Tammy Kwan

22 papers receiving 394 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Tammy Kwan Hong Kong	11	324	86	81	57	48	23	485
Samson Madera Nashon Canada	12	359 1.1×	210 2.4×	38 0.5×	43 0.8×	15 0.3×	32	464
Louisa Tomas Australia	13	474 1.5×	126 1.5×	67 0.8×	44 0.8×	18 0.4×	27	586
Gerald H. Krockover United States	10	480 1.5×	177 2.1×	71 0.9×	43 0.8×	26 0.5×	55	573
Victoria C. Stewart United States	8	177 0.5×	98 1.1×	77 1.0×	48 0.8×	34 0.7×	12	363
John Almarode United States	7	275 0.8×	101 1.2×	72 0.9×	30 0.5×	6 0.1×	25	501
Anne M. Cox‐Petersen United States	9	192 0.6×	74 0.9×	120 1.5×	81 1.4×	42 0.9×	12	399
Dale R. Baker United States	14	529 1.6×	256 3.0×	130 1.6×	54 0.9×	41 0.9×	48	748
S. Scoffham United Kingdom	9	150 0.5×	15 0.2×	33 0.4×	61 1.1×	60 1.3×	23	245
Sreyashi Jhumki Basu United States	6	334 1.0×	109 1.3×	65 0.8×	74 1.3×	8 0.2×	8	460
Wolff-Michael Roth Canada	8	184 0.6×	151 1.8×	43 0.5×	38 0.7×	4 0.1×	14	340

Countries citing papers authored by Tammy Kwan

Since Specialization

Citations

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

Fields of papers citing papers by Tammy Kwan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tammy Kwan

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Cameron, Claire E., et al.. (2024). HTKS-Kids: A tablet-based self-regulation measure to equitably assess young children's school readiness. Frontiers in Psychology. 14. 1202239–1202239. 2 indexed citations

Lewis, Molly, et al.. (2020). The role of developmental change and linguistic experience in the mutual exclusivity effect. Cognition. 198. 104191–104191. 39 indexed citations

Yuen, Mantak, et al.. (2016). Differentiation in key learning areas for gifted students in regular classes. Gifted Education International. 34(1). 36–46. 26 indexed citations

Hudson, Suzanne, et al.. (2015). Making connections within the Asia-Pacific region: case study around the Mentoring for Effective Teaching (MET) program. ePublications@SCU (Southern Cross University). 2 indexed citations

Hudson, Peter, et al.. (2015). Making Connections within the Asia-Pacific Region: Case Study around the Mentoring for Effective Teaching (MET) Program.. QUT ePrints (Queensland University of Technology). 2 indexed citations

Kwan, Tammy & Francis Lopez‐Real. (2009). Identity formation of teacher–mentors: An analysis of contrasting experiences using a Wengerian matrix framework. Teaching and Teacher Education. 26(3). 722–731. 32 indexed citations

Kwan, Tammy, et al.. (2008). Environmental Learning Using a Problem-Based Approach in the Field: A Case Study of a Hong Kong School. International Research in Geographical and Environmental Education. 17(2). 93–113. 29 indexed citations

Tsui, Amy Β. M., et al.. (2008). Learning in School-University Partnership: Sociocultural Perspectives. Medical Entomology and Zoology. 25 indexed citations

Tsui, Amy Β. M., et al.. (2008). Learning in School-University Partnership. The HKU Scholars Hub (University of Hong Kong). 10 indexed citations

10.

Kwan, Tammy & Francis Lopez‐Real. (2005). Mentors' perceptions of their roles in mentoring student teachers. Asia-Pacific Journal of Teacher Education. 33(3). 275–287. 103 indexed citations

11.

Kwan, Tammy, et al.. (2004). Using Theory of Learning and Awareness to Bring About Learning Through a School-based Environmental Field Project. International Research in Geographical and Environmental Education. 13(4). 303–328. 9 indexed citations

12.

Kwan, Tammy. (2003). Geography and Citizenship Education in Hong Kong. International Research in Geographical and Environmental Education. 12(1). 64–71. 2 indexed citations

13.

Pun‐Cheng, Lilian S.C. & Tammy Kwan. (2001). The Development of Geomatics Education in Hong Kong. International Research in Geographical and Environmental Education. 10(1). 88–91. 4 indexed citations

14.

Adamson, Bob, et al.. (2000). Changing the Curriculum: The Impact of Reform on Primary Schooling in Hong Kong. Project Muse (Johns Hopkins University). 35 indexed citations

15.

Lee, John Chi‐Kin, Baosheng An, Kennedy Kam Ho Chan, & Tammy Kwan. (2000). Students' environmental concerns and opinions: a Chinese perspective. The Environmentalist. 20(2). 141–155. 2 indexed citations

16.

Kwan, Tammy. (1999). Pre-teenage Children's Vernacular Perception and Experience of Maps in Hong Kong. International Research in Geographical and Environmental Education. 8(1). 5–25. 2 indexed citations

17.

Kwan, Tammy & John Lidstone. (1998). Understanding Environmental Education in the People's Republic of China: a national policy, locally interpreted. Environmental Education Research. 4(1). 87–97. 10 indexed citations

18.

Kwan, Tammy, et al.. (1998). In the Words of Children and Young People: The Opinions and Concerns about their Environments of Some Brisbane School Students. Australian Journal of Environmental Education. 14. 11–18. 13 indexed citations

19.

Gerber, Rod & Tammy Kwan. (1994). A phenomenographical approach to the study of pre-adolescents' use of maps in a wayfinding exercise in a suburban environment. Journal of Environmental Psychology. 14(4). 265–280. 27 indexed citations

20.

Kwan, Tammy. (1994). TEACHERS' PERCEPTUAL UNDERSTANDING OF MAPWORK AND THEIR STYLES OF MAPWORK TEACHING AT FORMS 1–3 LEVELS IN HONG KONG. Asian Geographer. 13(2). 75–94. 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.

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