W. Kyle Ingle

825 total citations
36 papers, 521 citations indexed

About

W. Kyle Ingle is a scholar working on Education, Political Science and International Relations and Information Systems and Management. According to data from OpenAlex, W. Kyle Ingle has authored 36 papers receiving a total of 521 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 10 papers in Political Science and International Relations and 10 papers in Information Systems and Management. Recurrent topics in W. Kyle Ingle's work include School Choice and Performance (22 papers), Teacher Education and Leadership Studies (17 papers) and Educational Assessment and Improvement (10 papers). W. Kyle Ingle is often cited by papers focused on School Choice and Performance (22 papers), Teacher Education and Leadership Studies (17 papers) and Educational Assessment and Improvement (10 papers). W. Kyle Ingle collaborates with scholars based in United States. W. Kyle Ingle's co-authors include Douglas N. Harris, Stacey A. Rutledge, Lora Cohen‐Vogel, Roxanne Hughes, Chris Willis, Jason C. Immekus, Paul A. Johnson, James S. Fritz, Namok Choi and Marco A. Muñoz and has published in prestigious journals such as American Educational Research Journal, Educational Administration Quarterly and Policy Studies Journal.

In The Last Decade

W. Kyle Ingle

30 papers receiving 469 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
W. Kyle Ingle United States 10 429 155 102 49 45 36 521
Patrick McGuinn United States 11 361 0.8× 136 0.9× 150 1.5× 67 1.4× 117 2.6× 30 528
Tina Trujillo United States 17 507 1.2× 212 1.4× 59 0.6× 43 0.9× 165 3.7× 29 623
Jennifer Booher‐Jennings United States 3 482 1.1× 249 1.6× 62 0.6× 29 0.6× 88 2.0× 5 596
Hazel Pennell United Kingdom 12 396 0.9× 52 0.3× 104 1.0× 15 0.3× 124 2.8× 26 504
Yongmei Ni United States 13 424 1.0× 37 0.2× 71 0.7× 11 0.2× 120 2.7× 26 519
Andrew Wilkins United Kingdom 12 301 0.7× 40 0.3× 188 1.8× 27 0.6× 109 2.4× 41 431
Lawrence O. Picus United States 10 472 1.1× 58 0.4× 61 0.6× 8 0.2× 56 1.2× 53 564
Coby V. Meyers United States 14 348 0.8× 183 1.2× 19 0.2× 27 0.6× 30 0.7× 55 472
Joni E. Finney United States 12 250 0.6× 13 0.1× 150 1.5× 40 0.8× 46 1.0× 37 354
Karen Edge United Kingdom 10 195 0.5× 47 0.3× 39 0.4× 17 0.3× 75 1.7× 31 327

Countries citing papers authored by W. Kyle Ingle

Since Specialization
Citations

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

Fields of papers citing papers by W. Kyle Ingle

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by W. Kyle Ingle. 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 W. Kyle Ingle. The network helps show where W. Kyle Ingle may publish in the future.

Co-authorship network of co-authors of W. Kyle Ingle

This figure shows the co-authorship network connecting the top 25 collaborators of W. Kyle Ingle. A scholar is included among the top collaborators of W. Kyle Ingle 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 W. Kyle Ingle. W. Kyle Ingle 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.
2.
Ingle, W. Kyle, et al.. (2020). Commonplace and common language: Kentucky's district mission statements. Journal of Educational Administration. 58(3). 321–340. 5 indexed citations
3.
4.
Ingle, W. Kyle, et al.. (2019). Photovoices of Urban Educational Leadership Students Abroad in Peru. Frontiers The Interdisciplinary Journal of Study Abroad. 31(1). 74–110. 1 indexed citations
5.
Ingle, W. Kyle, et al.. (2018). The Incentives and Costs of Program Coordination in P-12 Educational Leadership Programs. Journal of education finance. 44(2). 175–198.
6.
Ingle, W. Kyle, et al.. (2018). Exploring the Politics of Collective Bargaining and Unions in Education. Educational Policy. 32(2). 143–151. 1 indexed citations
7.
Ingle, W. Kyle, Chris Willis, & Ann M. Herd. (2017). Defining “Comparable”: An Analysis of Reduction in Force Provisions in Ohio School Districts. Journal of School Leadership. 27(1). 68–93. 4 indexed citations
8.
Willis, Chris & W. Kyle Ingle. (2016). Profiles of Merit Pay Provisions in Ohio School Districts. Leadership and Policy in Schools. 17(1). 78–114. 3 indexed citations
9.
Ingle, W. Kyle, et al.. (2015). Then and Now: An Analysis of Broad-based Merit Aid Initial Eligibility Policies after Twenty Years. UKnowledge (University of Kentucky). 3(2). 3. 2 indexed citations
10.
Ingle, W. Kyle, Chris Willis, & James S. Fritz. (2014). Collective Bargaining Agreement Provisions in the Wake of Ohio Teacher Evaluation System Legislation. Educational Policy. 29(1). 18–50. 9 indexed citations
11.
Ingle, W. Kyle, Alex J. Bowers, & Thomas E. Davis. (2014). Which School Districts Qualified for Federal School Facility Funding under the American Recovery and Reinvestment Act of 2009?: Evidence from Ohio. Journal of education finance. 40(1). 17–37. 2 indexed citations
12.
Ingle, W. Kyle, et al.. (2013). Campaign Expenditures in School Levy Referenda and Their Relationship to Voter Approval: Evidence From Ohio, 2007–2010. Leadership and Policy in Schools. 12(1). 41–76. 12 indexed citations
13.
Ingle, W. Kyle, et al.. (2013). Public entrepreneurs and the adoption of broad-based merit aid beyond the Southeastern United States. Education Policy Analysis Archives. 21. 58–58. 3 indexed citations
14.
15.
Ingle, W. Kyle, et al.. (2012). “Hired Guns” and “Legitimate Voices”. Educational Administration Quarterly. 48(5). 814–858. 9 indexed citations
16.
Ingle, W. Kyle, et al.. (2011). A "Tale of Two Cities:" A Comparative Case Study of Community Engagement and Costs in Two Levy Campaigns.. ScholarWorks@BGSU (Bowling Green State University). 24(2). 2–14. 2 indexed citations
17.
Ingle, W. Kyle, et al.. (2011). Estimating Resource Costs of Levy Campaigns in Five Ohio School Districts. Journal of education finance. 37(1). 52–71. 6 indexed citations
18.
Harris, Douglas N., et al.. (2010). Mix and Match: What Principals Really Look for When Hiring Teachers. Education Finance and Policy. 5(2). 228–246. 81 indexed citations
19.
Rutledge, Stacey A., et al.. (2008). Certify, Blink, Hire: An Examination of the Process and Tools of Teacher Screening and Selection. Leadership and Policy in Schools. 7(3). 237–263. 53 indexed citations
20.
Cohen‐Vogel, Lora, et al.. (2007). The “Spread” of Merit-Based College Aid. Educational Policy. 22(3). 339–362. 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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