Armin Jentsch

958 total citations · 1 hit paper
29 papers, 542 citations indexed

About

Armin Jentsch is a scholar working on Education, Information Systems and Management and Clinical Psychology. According to data from OpenAlex, Armin Jentsch has authored 29 papers receiving a total of 542 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 8 papers in Information Systems and Management and 4 papers in Clinical Psychology. Recurrent topics in Armin Jentsch's work include Mathematics Education and Teaching Techniques (11 papers), Teacher Education and Leadership Studies (9 papers) and Educational Assessment and Improvement (8 papers). Armin Jentsch is often cited by papers focused on Mathematics Education and Teaching Techniques (11 papers), Teacher Education and Leadership Studies (9 papers) and Educational Assessment and Improvement (8 papers). Armin Jentsch collaborates with scholars based in Germany, Norway and Australia. Armin Jentsch's co-authors include Gabriele Kaiser, Sigrid Blömeke, Johannes König, Lena Schlesinger, Natalie Ross, Frances Hoferichter, Pam Sammons, Anna‐Katharina Praetorius, Leōnidas Kyriakidēs and Charalambos Y. Charalambous and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Learning and Instruction.

In The Last Decade

Armin Jentsch

23 papers receiving 509 citations

Hit Papers

Opening up the black box: Teacher competence, instruction... 2022 2026 2023 2024 2022 40 80 120
What are hit papers?

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.

  1. Opening up the black box: Teacher competence, instructional quality, and students’ learning progress
    2022 126 citations Sigrid Blömeke, Armin Jentsch et al. Learning and Instruction profile →

Peers

Armin Jentsch
Kathleen Lynch United States
Martina Döhrmann Germany
Ola Helenius Sweden
Fran Arbaugh United States
Karen Koellner United States
Ute Suhl Germany
Benjamin Herbert Germany
Mark J. Chin United States
Adeneye O. A. Awofala Nigeria
Roberta Hunter New Zealand
Kathleen Lynch United States
Armin Jentsch
Citations per year, relative to Armin Jentsch Armin Jentsch (= 1×) peers Kathleen Lynch

Countries citing papers authored by Armin Jentsch

Since Specialization
Citations

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

Fields of papers citing papers by Armin Jentsch

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Armin Jentsch

This figure shows the co-authorship network connecting the top 25 collaborators of Armin Jentsch. A scholar is included among the top collaborators of Armin Jentsch 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 Armin Jentsch. Armin Jentsch 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.
Jentsch, Armin, Nani Teig, Trude Nilsen, et al.. (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education. 10. 2 indexed citations
2.
Praetorius, Anna‐Katharina, et al.. (2025). Context in research on teaching quality: bringing a complex idea into the spotlight. School Effectiveness and School Improvement. 36(2). 263–296. 8 indexed citations
3.
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Klette, Kirsti, et al.. (2025). Do observation tools matter? Unpacking shared and distinct patterns in teaching quality. School Effectiveness and School Improvement. 36(3). 466–486. 3 indexed citations
5.
Nilsen, Trude, et al.. (2025). Mathematics teaching quality in classrooms of different compositions in Norway. ZDM. 57(6). 1191–1205.
6.
Jentsch, Armin, et al.. (2025). Hybrid frameworks to capture teaching quality in secondary classrooms: the case of the TEDS-Instruct observation system. School Effectiveness and School Improvement. 36(3). 433–447. 3 indexed citations
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Jentsch, Armin & Frances Hoferichter. (2024). Life satisfaction, psychological stress, and present-moment attention: a generalizability study. Frontiers in Psychology. 15. 1258896–1258896. 1 indexed citations
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10.
Hoferichter, Frances & Armin Jentsch. (2024). The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation. British Educational Research Journal. 50(5). 2441–2460. 5 indexed citations
11.
Jentsch, Armin, Frances Hoferichter, Diana Raufelder, Geja J. Hageman, & Lou M. Maas. (2022). The relation between sensory processing sensitivity and telomere length in adolescents. Brain and Behavior. 12(9). e2751–e2751. 4 indexed citations
12.
Blömeke, Sigrid, Armin Jentsch, Natalie Ross, Gabriele Kaiser, & Johannes König. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction. 79. 101600–101600. 126 indexed citations breakdown →
13.
Jentsch, Armin, et al.. (2022). TIMSS 2019. Skalenhandbuch zur Dokumentation der Erhebungsinstrumente und Arbeit mit den Datensätzen. Waxmann Verlag GmbH eBooks. 2 indexed citations
14.
König, Johannes, et al.. (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics. 107(1). 189–212. 70 indexed citations
15.
Charalambous, Charalambos Y., et al.. (2021). Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions. Studies In Educational Evaluation. 71. 101092–101092. 21 indexed citations
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Jentsch, Armin, et al.. (2020). Erfassung der fachspezifischen Qualität von Mathematikunterricht: Faktorenstruktur und Zusammenhänge zur professionellen Kompetenz von Mathematiklehrpersonen. Journal für Mathematik-Didaktik. 42(1). 97–121. 15 indexed citations
18.
Jentsch, Armin, et al.. (2020). Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities. Studies In Educational Evaluation. 67. 100919–100919. 11 indexed citations
19.
Schlesinger, Lena, Armin Jentsch, Gabriele Kaiser, Johannes König, & Sigrid Blömeke. (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM. 50(3). 475–490. 72 indexed citations
20.
Schlesinger, Lena & Armin Jentsch. (2016). Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations. ZDM. 48(1-2). 29–40. 89 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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