Jenni Ingram

930 total citations
29 papers, 540 citations indexed

About

Jenni Ingram is a scholar working on Education, Language and Linguistics and Developmental and Educational Psychology. According to data from OpenAlex, Jenni Ingram has authored 29 papers receiving a total of 540 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 9 papers in Language and Linguistics and 7 papers in Developmental and Educational Psychology. Recurrent topics in Jenni Ingram's work include EFL/ESL Teaching and Learning (9 papers), Education and Technology Integration (8 papers) and Innovative Teaching and Learning Methods (7 papers). Jenni Ingram is often cited by papers focused on EFL/ESL Teaching and Learning (9 papers), Education and Technology Integration (8 papers) and Innovative Teaching and Learning Methods (7 papers). Jenni Ingram collaborates with scholars based in United Kingdom, Spain and Germany. Jenni Ingram's co-authors include Victoria Elliott, Michael Hammond, Kirstin Erath, Susanne Prediger, Judit Moschkovich, Sue Johnston‐Wilder, David Wray, Jill Porter, Harry Daniels and Pam Sammons and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Pragmatics and Journal of Computer Assisted Learning.

In The Last Decade

Jenni Ingram

26 papers receiving 483 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Jenni Ingram United Kingdom 12 386 125 121 88 79 29 540
Lindy Crawford United States 13 366 0.9× 228 1.8× 70 0.6× 35 0.4× 22 0.3× 30 539
Melissa Pierson United States 8 399 1.0× 98 0.8× 120 1.0× 46 0.5× 85 1.1× 23 519
Cynthia Groff Netherlands 7 274 0.7× 200 1.6× 30 0.2× 37 0.4× 20 0.3× 18 448
Kasım Yıldırım Türkiye 16 589 1.5× 288 2.3× 131 1.1× 25 0.3× 25 0.3× 103 745
Anne Hogaboam‐Gray Canada 16 608 1.6× 151 1.2× 50 0.4× 23 0.3× 48 0.6× 19 705
David C. Caverly United States 12 360 0.9× 255 2.0× 85 0.7× 40 0.5× 22 0.3× 59 544
Kennedy Kam Ho Chan Hong Kong 11 506 1.3× 211 1.7× 68 0.6× 27 0.3× 15 0.2× 30 606
Karen DeMeester United States 3 392 1.0× 71 0.6× 170 1.4× 18 0.2× 142 1.8× 3 511
S. Aslı Özgün‐Koca United States 9 448 1.2× 104 0.8× 97 0.8× 12 0.1× 51 0.6× 39 522
Jeffrey Choppin United States 14 526 1.4× 105 0.8× 84 0.7× 18 0.2× 14 0.2× 42 617

Countries citing papers authored by Jenni Ingram

Since Specialization
Citations

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

Fields of papers citing papers by Jenni Ingram

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jenni Ingram

This figure shows the co-authorship network connecting the top 25 collaborators of Jenni Ingram. A scholar is included among the top collaborators of Jenni 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 Jenni Ingram. Jenni Ingram 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.
Ingram, Jenni, Núria Planas, & John Mason. (2025). The collective use of the discipline of noticing to inform pedagogic actions. ZDM. 58(1-2). 327–338.
2.
Planas, Núria, et al.. (2025). Students’ Linguistic Challenges when Learning Mathematics: Voices of Teachers from Seven Countries. African Journal of Research in Mathematics Science and Technology Education. 29(2). 239–251.
3.
Ingram, Jenni, et al.. (2025). Equals in the wild: How mathematical equality is talked about in lessons. The Mathematics Enthusiast. 23(1-2). 55–74. 1 indexed citations
4.
Ingram, Jenni, et al.. (2024). Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners. Journal of Mathematics Teacher Education. 27(5). 785–808. 6 indexed citations
5.
Ingram, Jenni. (2024). Negotiating Knowledge Through Mathematical Activities in Classroom Interactions. Journal für Mathematik-Didaktik. 45(2). 1 indexed citations
6.
Ingram, Jenni, et al.. (2024). Language and Communication in Mathematics Classroom. 523–529.
7.
Elliott, Victoria, et al.. (2024). Knowledge. Bloomsbury Publishing Plc eBooks. 1 indexed citations
8.
Porter, Jill, et al.. (2021). Feeling Part of the School and Feeling Safe: Further Development of a Tool for Investigating School Belonging. Educational Studies. 50(3). 382–398. 14 indexed citations
9.
Ingram, Jenni, et al.. (2019). When students offer explanations without the teacher explicitly asking them to. Educational Studies in Mathematics. 101(1). 51–66. 22 indexed citations
10.
Ingram, Jenni, et al.. (2019). Experiences of problem solving in whole class interactions. SHILAP Revista de lepidopterología. 5–21. 3 indexed citations
11.
Ingram, Jenni & Victoria Elliott. (2019). Research Methods for Classroom Discourse. Bloomsbury Academic eBooks. 3 indexed citations
12.
Ingram, Jenni, et al.. (2018). Playing the system: incentives to ‘game’ and educational ethics in school examination entry policies in England. Oxford Review of Education. 44(5). 545–562. 12 indexed citations
13.
Ingram, Jenni. (2018). Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions. ZDM. 50(6). 1065–1075. 21 indexed citations
14.
Burn, Katharine, Trevor Mutton, Ian Thompson, et al.. (2016). The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty. Journal of Education for Teaching International Research and Pedagogy. 42(4). 434–450. 3 indexed citations
15.
Ingram, Jenni, et al.. (2015). Handling errors as they arise in whole-class interactions. Research in Mathematics Education. 17(3). 183–197. 34 indexed citations
16.
Ingram, Jenni & Victoria Elliott. (2015). A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours. Cambridge Journal of Education. 46(1). 37–53. 51 indexed citations
17.
Ingram, Jenni & Victoria Elliott. (2014). Turn taking and ‘wait time’ in classroom interactions. Journal of Pragmatics. 62. 1–12. 40 indexed citations
18.
Ingram, Jenni. (2013). Supporting student teachers in developing and applying professional knowledge with videoed events. European Journal of Teacher Education. 37(1). 51–62. 11 indexed citations
19.
Hammond, Michael, et al.. (2011). How and why do student teachers use ICT?. Journal of Computer Assisted Learning. 27(3). 191–203. 97 indexed citations
20.
Hammond, Michael, et al.. (2009). Why do some student teachers make very good use of ICT? An exploratory case study. Technology Pedagogy and Education. 18(1). 59–73. 64 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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