Jenny Hallam

532 total citations
35 papers, 330 citations indexed

About

Jenny Hallam is a scholar working on Visual Arts and Performing Arts, Education and Sociology and Political Science. According to data from OpenAlex, Jenny Hallam has authored 35 papers receiving a total of 330 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Visual Arts and Performing Arts, 10 papers in Education and 6 papers in Sociology and Political Science. Recurrent topics in Jenny Hallam's work include Art Education and Development (11 papers), Educational Environments and Student Outcomes (7 papers) and Breastfeeding Practices and Influences (6 papers). Jenny Hallam is often cited by papers focused on Art Education and Development (11 papers), Educational Environments and Student Outcomes (7 papers) and Breastfeeding Practices and Influences (6 papers). Jenny Hallam collaborates with scholars based in United Kingdom. Jenny Hallam's co-authors include Miles Richardson, Mani Das Gupta, Ryan Lumber, Helen Lee, Jessica Jackson, Richard P. Jolley, David Galbraith, Abigail Locke, Mark Torrance and Fiona J. Ferguson and has published in prestigious journals such as Urban forestry & urban greening, Applied Cognitive Psychology and Environmental Education Research.

In The Last Decade

Jenny Hallam

32 papers receiving 309 citations

Peers

Jenny Hallam

HTM

EDUCA

SPS

VAPA

Sarah Spengler Germany

Danielle Tobin Canada

Zoe Moula United Kingdom

Thomas Moser Norway

Brendon Hyndman Australia

Kelly Shaw Canada

Joe L. Frost United States

Gernot Brauchle Austria

Nick Stanger United States

Mona Bekkhus Norway

Sarah Spengler Germany

Jenny Hallam

59 ×0.6

HTM

164 ×2.1

128 ×1.7

EDUCA

74 ×1.1

SPS

3 ×0.1

VAPA

Citations per year, relative to Jenny Hallam Jenny Hallam (= 1×) peers Sarah Spengler

Countries citing papers authored by Jenny Hallam

Since Specialization

Citations

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

Fields of papers citing papers by Jenny Hallam

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jenny Hallam

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

All Works

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20 of 20 papers shown

Hallam, Jenny, et al.. (2024). Correction to: Using interpretative phenomenological analysis to gain a qualitative understanding of presence in virtual reality. Virtual Reality. 28(1).

Furlong, R. A., et al.. (2024). “I came here and it flows”: An interpretative phenomenological analysis of low-income residents’ experiences with allotment gardening. Urban forestry & urban greening. 104. 128646–128646. 1 indexed citations

Williams, Sophie, et al.. (2023). Breastfeeding Experiences of Women Who have Survived Intimate Partner Violence. Journal of Health Visiting. 11(5). 204–214. 1 indexed citations

Jackson, Jessica, et al.. (2023). Understanding the attitudes towards breastfeeding amongst staff and students in a UK higher institutional setting – a mixed-method cross-sectional study. International Journal of Health Promotion and Education. 63(2). 67–77.

Jackson, Jessica, et al.. (2023). Exploring the healthcare experiences and support needs of chestfeeding or breastfeeding for trans and non-binary parents based in the United Kingdom. International Journal of Transgender Health. 25(4). 738–750.

Williams, Sophie, et al.. (2023). Exploring the lived experiences of mothers of extremely preterm infants in the UK. Journal of Health Visiting. 11(2). 72–81. 1 indexed citations

Hallam, Jenny, et al.. (2022). Using interpretative phenomenological analysis to gain a qualitative understanding of presence in virtual reality. Virtual Reality. 27(2). 1173–1185. 8 indexed citations

Hallam, Jenny, et al.. (2022). “I'm not the best at art”: An exploration of children's growing sense of artistry within an outdoor, arts-based intervention. Thinking Skills and Creativity. 44. 101038–101038. 5 indexed citations

Hallam, Jenny, et al.. (2021). The secret language of flowers: insights from an outdoor, arts-based intervention designed to connect primary school children to locally accessible nature. Environmental Education Research. 28(1). 128–145. 10 indexed citations

10.

Hallam, Jenny, et al.. (2019). “We’ve been exploring and adventuring”: An investigation into young people’s engagement with a semiwild, disused space.. The Humanistic Psychologist. 49(2). 240–260. 2 indexed citations

11.

Hallam, Jenny, et al.. (2018). Empowering women through the positive birth movement. Journal of Gender Studies. 28(3). 330–341. 5 indexed citations

12.

Richardson, Miles, Jenny Hallam, & Ryan Lumber. (2015). One Thousand Good Things in Nature: Aspects of Nearby Nature Associated with Improved Connection to Nature. Environmental Values. 24(5). 603–619. 52 indexed citations

13.

Hallam, Jenny, et al.. (2015). An investigation into the ways in which art is taught in an English Waldorf Steiner school. Thinking Skills and Creativity. 19. 136–145. 8 indexed citations

14.

Howard, Chris, et al.. (2014). Governing the souls of young women: exploring the perspectives of mothers on parenting in the age of sexualisation. Journal of Gender Studies. 25(3). 254–268. 1 indexed citations

15.

Hallam, Jenny, et al.. (2014). An Exploration of Children's Experiences of Art in the Classroom. International Journal of Art & Design Education. 33(2). 195–207. 8 indexed citations

16.

Hallam, Jenny, Helen Lee, & Mani Das Gupta. (2014). Collaborative cognition: Co-creating children’s artwork in an educational context. Theory & Psychology. 24(2). 166–185. 6 indexed citations

17.

Richardson, Miles & Jenny Hallam. (2013). Exploring the psychological rewards of a familiar semirural landscape: Connecting to local nature through a mindful approach.. The Humanistic Psychologist. 41(1). 35–53. 24 indexed citations

18.

Hallam, Jenny, Mani Das Gupta, & Helen Lee. (2011). Shaping children's artwork in English primary classes: insights from teacher–child interaction during art activities. International Journal of Early Years Education. 19(3-4). 193–205. 6 indexed citations

19.

Galbraith, David, et al.. (2009). The role of different components of working memory in writing. ePrints Soton (University of Southampton). 31(31). 8 indexed citations

20.

Galbraith, David, Mark Torrance, & Jenny Hallam. (2006). Effects of writing on conceptual coherence. ePrints Soton (University of Southampton). 28(28). 14 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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