Marsha Ing

2.7k total citations · 1 hit paper
49 papers, 1.8k citations indexed

About

Marsha Ing is a scholar working on Education, Developmental and Educational Psychology and Safety Research. According to data from OpenAlex, Marsha Ing has authored 49 papers receiving a total of 1.8k indexed citations (citations by other indexed papers that have themselves been cited), including 48 papers in Education, 14 papers in Developmental and Educational Psychology and 9 papers in Safety Research. Recurrent topics in Marsha Ing's work include Mathematics Education and Teaching Techniques (12 papers), Teacher Education and Leadership Studies (11 papers) and Innovative Teaching and Learning Methods (9 papers). Marsha Ing is often cited by papers focused on Mathematics Education and Teaching Techniques (12 papers), Teacher Education and Leadership Studies (11 papers) and Innovative Teaching and Learning Methods (9 papers). Marsha Ing collaborates with scholars based in United States, Australia and Netherlands. Marsha Ing's co-authors include Noreen M. Webb, Megan L. Franke, Susanna Loeb, James Wyckoff, Donald Boyd, Hamilton Lankford, Pam Grossman, Angela Chan Turrou, Dan Battey and Kariane Mari Nemer and has published in prestigious journals such as American Educational Research Journal, Educational Researcher and Educational and Psychological Measurement.

In The Last Decade

Marsha Ing

47 papers receiving 1.6k citations

Hit Papers

The Influence of School Administrators on Teacher Retenti... 2010 2026 2015 2020 2010 100 200 300 400
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. The Influence of School Administrators on Teacher Retention Decisions
    2010 448 citations Donald Boyd, Marsha Ing et al. profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Marsha Ing United States 18 1.5k 534 212 159 141 49 1.8k
Teresa Duncan United States 7 1.2k 0.8× 609 1.1× 89 0.4× 75 0.5× 216 1.5× 8 1.6k
Tonya R. Moon United States 19 1.0k 0.7× 304 0.6× 137 0.6× 71 0.4× 152 1.1× 55 1.4k
Richard Correnti United States 22 1.6k 1.1× 496 0.9× 60 0.3× 147 0.9× 69 0.5× 59 1.9k
Victoria Hand United States 12 1.1k 0.8× 369 0.7× 90 0.4× 93 0.6× 70 0.5× 19 1.4k
Hilary Hollingsworth Australia 11 1.6k 1.0× 420 0.8× 57 0.3× 110 0.7× 89 0.6× 22 1.8k
Corey Drake United States 21 1.9k 1.2× 271 0.5× 73 0.3× 212 1.3× 59 0.4× 70 2.1k
Beverly J. Irby United States 20 1.1k 0.7× 520 1.0× 63 0.3× 59 0.4× 170 1.2× 151 1.7k
Ann S. Rosebery United States 13 1.4k 1.0× 831 1.6× 121 0.6× 62 0.4× 97 0.7× 33 1.9k
Andrew J. Wayne United States 9 1.3k 0.9× 206 0.4× 86 0.4× 80 0.5× 94 0.7× 23 1.5k
Rossella Santagata United States 20 2.0k 1.3× 512 1.0× 44 0.2× 288 1.8× 237 1.7× 48 2.4k

Countries citing papers authored by Marsha Ing

Since Specialization
Citations

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

Fields of papers citing papers by Marsha Ing

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Marsha Ing

This figure shows the co-authorship network connecting the top 25 collaborators of Marsha Ing. A scholar is included among the top collaborators of Marsha Ing 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 Marsha Ing. Marsha Ing 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.
Walsh, Lisa L., et al.. (2024). Calling for Equity-focused Quantitative Methodology in Discipline-based Education Research: An Introduction to Latent Class Analysis. CBE—Life Sciences Education. 23(4). es11–es11. 1 indexed citations
2.
Franke, Megan L., et al.. (2022). “What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement. Cognition and Instruction. 41(3). 348–380. 5 indexed citations
3.
Webb, Noreen M., et al.. (2021). Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving. Education Sciences. 11(5). 214–214. 14 indexed citations
4.
Ing, Marsha, James M. Burnette, Tarek Azzam, & Susan R. Wessler. (2020). Participation in a Course-Based Undergraduate Research Experience Results in Higher Grades in the Companion Lecture Course. Educational Researcher. 50(4). 205–214. 25 indexed citations
5.
Ing, Marsha, et al.. (2020). When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments. Educational Measurement Issues and Practice. 40(1). 92–100. 6 indexed citations
6.
Lee, Star W. & Marsha Ing. (2020). Does the Match between Gender and Race of Graduate Teaching Assistants and Undergraduates Improve Student Performance in Introductory Biology?. CBE—Life Sciences Education. 19(4). ar57–ar57. 3 indexed citations
7.
Webb, Noreen M. & Marsha Ing. (2018). The role of teacher practice in promoting academically productive student dialogue. International Journal of Educational Research. 97. 154–156. 2 indexed citations
8.
Ing, Marsha, et al.. (2017). Identifying Students’ Expectancy-Value Beliefs: A Latent Class Analysis Approach to Analyzing Middle School Students’ Science Self-Perceptions. Journal of STEM education. 18(1). 11–15. 2 indexed citations
9.
Ing, Marsha & Karen Nylund‐Gibson. (2017). The Importance of Early Attitudes toward Mathematics and Science. Teachers College Record The Voice of Scholarship in Education. 119(5). 1–32. 12 indexed citations
10.
Ing, Marsha. (2017). What About the “Instruction” in Instructional Sensitivity? Raising a Validity Issue in Research on Instructional Sensitivity. Educational and Psychological Measurement. 78(4). 635–652. 2 indexed citations
11.
12.
Aschbacher, Pamela R., et al.. (2013). Boosting Student Interest in Science: Adults Could Do Much More to Excite Students about Science as a Subject and Encourage Their Interest in Science Careers. Phi Delta Kappan. 95(2). 47. 4 indexed citations
13.
Ing, Marsha, et al.. (2013). The Influence of Materials Science and Engineering Undergraduate Research Experiences on Public Communication Skills.. Journal of STEM education. 14(2). 16–20. 6 indexed citations
14.
15.
Boyd, Donald, Pamela Grossman, Marsha Ing, et al.. (2011). The effectiveness and retention of teachers with prior career experience. Economics of Education Review. 30(6). 1229–1241. 18 indexed citations
16.
Ing, Marsha. (2008). Using Instructional Sensitivity and Instructional Opportunities to Interpret Students' Mathematics Performance.. 8(1). 23–43. 7 indexed citations
17.
Franke, Megan L., et al.. (2007). Eliciting Student Thinking in Elementary School Mathematics Classrooms. CRESST Report 725.. 1 indexed citations
18.
19.
Webb, Noreen M., Kariane Mari Nemer, Nicole B. Kersting, Marsha Ing, & Jeffrey Yi‐Lin Forrest. (2004). The Effects of Teacher Discourse on Student Behavior and Learning in Peer-Directed Groups. CSE Report 627.. 7 indexed citations
20.
Brown, Richard S. & Marsha Ing. (2003). Exploring Sustained Improvement in Low Performing Schools. PACE Working Paper Series.. 1 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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