Debra Ingram

531 total citations
21 papers, 326 citations indexed

About

Debra Ingram is a scholar working on Education, Music and Visual Arts and Performing Arts. According to data from OpenAlex, Debra Ingram has authored 21 papers receiving a total of 326 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 7 papers in Music and 7 papers in Visual Arts and Performing Arts. Recurrent topics in Debra Ingram's work include Diverse Music Education Insights (7 papers), Art Education and Development (7 papers) and Teacher Education and Leadership Studies (5 papers). Debra Ingram is often cited by papers focused on Diverse Music Education Insights (7 papers), Art Education and Development (7 papers) and Teacher Education and Leadership Studies (5 papers). Debra Ingram collaborates with scholars based in United States. Debra Ingram's co-authors include Karen Seashore Louis, Roger G. Schroeder, Eric Riedel, J.A. Jackson, Allison Mattheis, Murray Jensen, Amy Anderson, Laura Bloomberg, Kristin Peterson and Beverly J. Dretzke and has published in prestigious journals such as Teachers College Record The Voice of Scholarship in Education, RELC Journal and International Journal of Science and Mathematics Education.

In The Last Decade

Debra Ingram

18 papers receiving 264 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Debra Ingram United States	7	211	163	61	40	33	21	326
Meredith Ludwig United States	7	51 0.2×	249 1.5×	10 0.2×	14 0.3×	78 2.4×	19	282
Thomas L. McGreal United States	6	95 0.5×	364 2.2×	41 0.7×	5 0.1×	34 1.0×	9	410
Marian Eaton	5	64 0.3×	293 1.8×	9 0.1×	5 0.1×	91 2.8×	6	319
Kazuaki Uekawa United States	6	62 0.3×	276 1.7×	7 0.1×	3 0.1×	91 2.8×	12	329
Kirk Walters United States	9	58 0.3×	306 1.9×	11 0.2×	2 0.1×	65 2.0×	18	364
Britnie Delinger Kane United States	7	108 0.5×	366 2.2×	22 0.4×	3 0.1×	126 3.8×	21	446
Brette Garner United States	6	51 0.2×	241 1.5×	9 0.1×	7 0.2×	74 2.2×	13	290
Naida C. Tushnet United States	6	56 0.3×	266 1.6×	26 0.4×	2 0.1×	31 0.9×	15	303
Roos Van Gasse Belgium	9	134 0.6×	144 0.9×	35 0.6×	2 0.1×	34 1.0×	29	286
Lisa Gaikhorst Netherlands	10	34 0.2×	218 1.3×	5 0.1×	3 0.1×	20 0.6×	22	265

Countries citing papers authored by Debra Ingram

Since Specialization

Citations

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

Fields of papers citing papers by Debra Ingram

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Debra Ingram

This figure shows the co-authorship network connecting the top 25 collaborators of Debra Ingram. A scholar is included among the top collaborators of Debra Ingram 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 Debra Ingram. Debra Ingram 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

1.

Dretzke, Beverly J., et al.. (2015). Minnesota State Teacher Development, Evaluation, and Peer Support Model Evaluation Report. University of Minnesota Digital Conservancy (University of Minnesota). 1 indexed citations

2.

Ingram, Debra, et al.. (2014). Found in Translation: Interdisciplinary Arts Integration in Project AIM. 10(1). 7 indexed citations

3.

Mattheis, Allison, Debra Ingram, Murray Jensen, & J.A. Jackson. (2014). EXAMINING HIGH SCHOOL ANATOMY AND PHYSIOLOGY TEACHER EXPERIENCE IN A CADAVER DISSECTION LABORATORY AND IMPACTS ON PRACTICE. International Journal of Science and Mathematics Education. 13(3). 535–559. 7 indexed citations

4.

Dudgeon, Pat, et al.. (2013). The National Empowerment Project, Redfern, Sydney. UWA Profiles and Research Repository (University of Western Australia). 1 indexed citations

5.

Ingram, Debra, et al.. (2010). Critical Literacy in Neighborhood Bridges: An Exploratory Study. University of Minnesota Digital Conservancy (University of Minnesota).

6.

Ingram, Debra, et al.. (2008). Laptop Initiative Evaluation Report. University of Minnesota Digital Conservancy (University of Minnesota). 6 indexed citations

7.

Ingram, Debra, et al.. (2007). Arts for Academic Achievement: A Compilation of Evaluation Findings from 2004-2006. University of Minnesota Digital Conservancy (University of Minnesota). 4 indexed citations

8.

Ingram, Debra. (2007). Arts for Academic Achievement: Perspectives of Long-Term Teachers and Principals. University of Minnesota Digital Conservancy (University of Minnesota). 1 indexed citations

9.

Ingram, Debra, Karen Seashore Louis, & Roger G. Schroeder. (2004). Accountability Policies and Teacher Decision Making: Barriers to the Use of Data to Improve Practice. Teachers College Record The Voice of Scholarship in Education. 106(6). 1258–1287. 228 indexed citations

10.

Ingram, Debra, Karen Seashore Louis, & Roger G. Schroeder. (2004). Accountability Policies and Teacher Decision Making: Barriers to the Use of Data to Improve Practice. Teachers College Record The Voice of Scholarship in Education. 106(6). 1258–1287. 22 indexed citations

11.

Ingram, Debra & Eric Riedel. (2003). What Does Arts Integration Do for Students. University of Minnesota Digital Conservancy (University of Minnesota). 4 indexed citations

12.

Ingram, Debra & Karen Seashore Louis. (2003). Schools that work for teachers and students: A vision for changing beliefs and practices. 154–177. 1 indexed citations

13.

Ingram, Debra & Karen Seashore Louis. (2003). Arts for Academic Achievement: Summative Evaluation Report. University of Minnesota Digital Conservancy (University of Minnesota). 18 indexed citations

14.

Ingram, Debra. (2003). Research Review. Teaching Artist Journal. 1(1). 50–56. 1 indexed citations

15.

Ingram, Debra & Eric Riedel. (2003). Arts for Academic Achievement: What does arts integration do for students?. 14 indexed citations

16.

Anderson, Amy & Debra Ingram. (2002). Arts for Academic Achievement: Results from the 2000-2001 teacher survey. University of Minnesota Digital Conservancy (University of Minnesota). 1 indexed citations

17.

Ingram, Debra, et al.. (1999). Putting Computers to the Task.. The Journal of staff development. 20(1). 45–47. 1 indexed citations

18.

Ingram, Debra, et al.. (1998). Taking Standards beyond the Classroom Door: A Process for Implementation.. 2 indexed citations

19.

Bloomberg, Laura, et al.. (1996). Minnesota's family services collaboratives: barriers to collaboration and service integration. University of Minnesota Digital Conservancy (University of Minnesota). 1 indexed citations

20.

Ingram, Debra, et al.. (1974). Bilingual Education and Reading. RELC Journal. 5(1). 64–76. 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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