Jenny Lenkeit

914 total citations
24 papers, 550 citations indexed

About

Jenny Lenkeit is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Jenny Lenkeit has authored 24 papers receiving a total of 550 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 6 papers in Sociology and Political Science and 6 papers in Developmental and Educational Psychology. Recurrent topics in Jenny Lenkeit's work include School Choice and Performance (10 papers), Parental Involvement in Education (7 papers) and Teacher Education and Leadership Studies (4 papers). Jenny Lenkeit is often cited by papers focused on School Choice and Performance (10 papers), Parental Involvement in Education (7 papers) and Teacher Education and Leadership Studies (4 papers). Jenny Lenkeit collaborates with scholars based in Germany, United Kingdom and Netherlands. Jenny Lenkeit's co-authors include H. Daniel, Therese N. Hopfenbeck, Jo‐Anne Baird, Leōnidas Kyriakidēs, Knut Schwippert, Jeanne P. Ryan, Michel Knigge, Antje Ehlert, Nadine Spörer and Rainer Lehmann and has published in prestigious journals such as Frontiers in Psychology, Educational Research Review and International Journal of Educational Research.

In The Last Decade

Jenny Lenkeit

22 papers receiving 523 citations

Peers

Jenny Lenkeit
Christine Sälzer Germany
Leland S. Cogan United States
Trude Nilsen Norway
Lenore Adie Australia
Sarah Howie South Africa
Vincent Greaney United States
Dominique Lafontaine Belgium
Christopher H. Tienken United States
Gabrielle M. Stanco
Marta Civil United States
Christine Sälzer Germany
Jenny Lenkeit
Citations per year, relative to Jenny Lenkeit Jenny Lenkeit (= 1×) peers Christine Sälzer

Countries citing papers authored by Jenny Lenkeit

Since Specialization
Citations

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

Fields of papers citing papers by Jenny Lenkeit

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jenny Lenkeit

This figure shows the co-authorship network connecting the top 25 collaborators of Jenny Lenkeit. A scholar is included among the top collaborators of Jenny Lenkeit 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 Lenkeit. Jenny Lenkeit 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.
Lenkeit, Jenny, et al.. (2025). Diversität und soziale Teilhabe in inklusiven Bildungskontexten – Diversity and social participation in institutionalised educational settings. Zeitschrift für Bildungsforschung. 15(2). 267–276. 1 indexed citations
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3.
Lenkeit, Jenny, et al.. (2024). Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate. Journal of Research in Special Educational Needs. 24(4). 1190–1205. 1 indexed citations
4.
Lenkeit, Jenny, et al.. (2023). Zur Bedeutsamkeit der Unterrichtsqualität für die Entwicklung von Rechtschreibkompetenzen in der Grundschule. Zeitschrift für Erziehungswissenschaft. 26(6). 1571–1596.
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Ehlert, Antje, et al.. (2022). The Influence of Individual and Situational Factors on Teachers’ Justice Ratings of Classroom Interactions. Frontiers in Psychology. 13. 789110–789110. 1 indexed citations
7.
Lenkeit, Jenny, et al.. (2022). Effects of special educational needs and socioeconomic status on academic achievement. Separate or confounded?. International Journal of Educational Research. 113. 101957–101957. 6 indexed citations
8.
Spörer, Nadine, et al.. (2020). Students’ perspective on inclusion: Relations of attitudes towards inclusive education and self-perceptions of peer relations. International Journal of Educational Research. 103. 101641–101641. 18 indexed citations
9.
Lenkeit, Jenny, et al.. (2020). The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning. International Journal of Inclusive Education. 26(9). 943–957. 60 indexed citations
10.
Lenkeit, Jenny, et al.. (2020). Die Bedeutsamkeit individueller Merkmale für die Entwicklung von Rechtschreibkompetenzen in der Grundschule. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 52(1-2). 12–24. 1 indexed citations
11.
Lenkeit, Jenny & Knut Schwippert. (2018). Doing research with international assessment studies: methodological and conceptual challenges and ways forward. Assessment in Education Principles Policy and Practice. 25(1). 1–4. 8 indexed citations
12.
Lenkeit, Jenny, Knut Schwippert, & Michel Knigge. (2017). Configurations of multiple disparities in reading performance: longitudinal observations across France, Germany, Sweden and the United Kingdom. Assessment in Education Principles Policy and Practice. 25(1). 52–86. 20 indexed citations
13.
Hopfenbeck, Therese N., et al.. (2017). Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment. Scandinavian Journal of Educational Research. 62(3). 333–353. 164 indexed citations
14.
Lenkeit, Jenny, Jessica Chan, Therese N. Hopfenbeck, & Jo‐Anne Baird. (2015). A review of the representation of PIRLS related research in scientific journals. Educational Research Review. 16. 102–115. 29 indexed citations
15.
Lenkeit, Jenny, H. Daniel, & Steve Strand. (2015). Tackling the remaining attainment gap between students with and without immigrant background: an investigation into the equivalence of SES constructs. Educational Research and Evaluation. 21(1). 60–83. 17 indexed citations
16.
Lenkeit, Jenny & H. Daniel. (2014). Performance status and change – measuring education system effectiveness with data from PISA 2000–2009. Educational Research and Evaluation. 20(2). 146–174. 14 indexed citations
17.
Lenkeit, Jenny. (2012). Effectiveness measures for cross-sectional studies: a comparison of value-added models and contextualised attainment models. School Effectiveness and School Improvement. 24(1). 1–25. 23 indexed citations
18.
Schwippert, Knut & Jenny Lenkeit. (2012). Progress in reading literacy in national and international context : The impact of PIRLS 2006 in 12 countries. UvA-DARE (University of Amsterdam). 13. 13 indexed citations
19.
Lenkeit, Jenny, et al.. (2012). The impact of PIRLS in Germany. UvA-DARE (University of Amsterdam). 13. 2 indexed citations
20.
Daniel, H., Jenny Lenkeit, Rainer Lehmann, & Knut Schwippert. (2009). The role of academic achievement growth in school track recommendations. Studies In Educational Evaluation. 35(4). 183–192. 41 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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