Colette L. Ingraham
- Clinical Psychology top 10%
- Education top 5%
- Social Psychology top 5%
- Developmental and Educational Psychology top 5%
- Sociology and Political Science
- Co-authors
- Daniel S. NewmanEvelyn R. OkaJoel MeyersAudrey HokodaRobyn S. HessMargaret R. RogersGiselle B. EsquivelEmilia C. Lopez
- Topics
- Educational and Psychological Assessments (11 papers)Counseling Practices and Supervision (11 papers)Collaborative Teaching and Inclusion (6 papers)
- Partner nations
- United States
In The Last Decade
Colette L. Ingraham
16 papers receiving 357 citations
Peers
Comparison fields: 5 of 41
- Clinical Psychology 247
- Education 197
- Social Psychology 194
- Developmental and Educational Psychology 166
- Sociology and Political Science 49
Countries citing papers authored by Colette L. Ingraham
This map shows the geographic impact of Colette L. Ingraham'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 Colette L. Ingraham with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Colette L. Ingraham more than expected).
Fields of papers citing papers by Colette L. Ingraham
This network shows the impact of papers produced by Colette L. Ingraham. 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 Colette L. Ingraham. The network helps show where Colette L. Ingraham may publish in the future.
Co-authorship network of co-authors of Colette L. Ingraham
This figure shows the co-authorship network connecting the top 25 collaborators of Colette L. Ingraham. A scholar is included among the top collaborators of Colette L. Ingraham 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 Colette L. Ingraham. Colette L. Ingraham is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 12 | |
| 2 | 1 | |
| 3 | 27 | |
| 4 | 31 | |
| 5 | 33 | |
| 6 | 14 | |
| 7 | Consultee-Centered Consultation in Contemporary Schools. | 5 |
| 8 | 34 | |
| 9 | 24 | |
| 10 | 11 | |
| 11 | 120 | |
| 12 | 18 | |
| 13 | 27 | |
| 14 | 50 | |
| 15 | 0 | |
| 16 | 7 | |
| 17 | 3 |
About Colette L. Ingraham
Colette L. Ingraham is a scholar working on Developmental and Educational Psychology, Social Psychology and Clinical Psychology, having authored 17 papers that have together received 417 indexed citations. Recurring topics across this work include Educational and Psychological Assessments (11 papers), Counseling Practices and Supervision (11 papers) and Collaborative Teaching and Inclusion (6 papers). The work is most often cited by research in Developmental and Educational Psychology (166 citations), Clinical Psychology (247 citations) and General Psychology (12 citations). Colette L. Ingraham has collaborated with scholars based in United States. Frequent co-authors include Daniel S. Newman, Evelyn R. Oka, Joel Meyers, Audrey Hokoda, Robyn S. Hess, Margaret R. Rogers, Giselle B. Esquivel, Emilia C. Lopez, David Shriberg and Abigail M. Harris. Their work appears in journals such as Journal of School Psychology, School Psychology Review and School Psychology International.
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.