Jenni Ingram

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Victoria ElliottOxford University Department of EducationDirección de correo verificada de education.ox.ac.uk
Kirstin ErathProfessor of Mathematics Education Research, Martin Luther University Halle-WittenbergDirección de correo verificada de mathematik.uni-halle.de
Jo-Anne BairdProfessor of Educational AssessmentDirección de correo verificada de education.ox.ac.uk
Susanne PredigerProfessor of Mathematics Education Research, TU Dortmund UniversityDirección de correo verificada de math.tu-dortmund.de
Núria PlanasUniversitat Autònoma de BarcelonaDirección de correo verificada de uab.cat
Katharine BurnAssociate Professor of Education, University of OxfordDirección de correo verificada de education.ox.ac.uk
Therese N. HopfenbeckProfessor in Educational Assessment, University of MelbourneDirección de correo verificada de unimelb.edu.au
Ariel LindorffAssociate Professor, University of OxfordDirección de correo verificada de education.ox.ac.uk
Pamela SammonsDepartment of Education University of OxfordDirección de correo verificada de education.ox.ac.uk
Trevor MuttonAssociate Professor of Education, University of OxfordDirección de correo verificada de education.ox.ac.uk
Ashmita RandhawaDepartment of Education, University of OxfordDirección de correo verificada de education.ox.ac.uk
Frode RønningDepartment of Mathematical Sciences, Norwegian University of Science and Technology, TrondheimDirección de correo verificada de ntnu.no
Richard BarwellDean of Education, Professor of Mathematics Education, University of OttawaDirección de correo verificada de uottawa.ca

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Jenni Ingram

Associate Professor of Education, University of Oxford

Dirección de correo verificada de education.ox.ac.uk

Mathematics Education


Título Ordenar por citas Ordenar por año Ordenar por título	Citado por Citado por	Año
How and why do student teachers use ICT. M Hammond, L Reynolds, J Ingram Journal of Computer Assisted Learning 27 (3), 191-203, 2011	243	2011
Why do some student teachers make very good use of ICT? An exploratory case study M Hammond, S Crosson, E Fragkoulia, J Ingram, P Johnston‐Wilder, ... Technology, pedagogy and education 18 (1), 59-73, 2009	154	2009
Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research K Erath, J Ingram, J Moschkovich, S Prediger ZDM–Mathematics Education 53, 245-262, 2021	137	2021
Turn taking and ‘wait time’in classroom interactions J Ingram, V Elliott Journal of Pragmatics 62, 1-12, 2014	137	2014
A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours J Ingram, V Elliott Cambridge Journal of Education 46 (1), 37-53, 2016	136	2016
What happens as student teachers who made very good use of ICT during pre‐service training enter their first year of teaching? M Hammond, E Fragkouli, I Suandi, S Crosson, J Ingram, ... Teacher Development 13 (2), 93-106, 2009	97	2009
A marked improvement? V Elliott, JA Baird, TN Hopfenbeck, J Ingram, I Thompson, N Usher, ... A review of the evidence on written marking, 2016	69	2016
Handling errors as they arise in whole-class interactions J Ingram, A Pitt, F Baldry Research in Mathematics Education 17 (3), 183-197, 2015	62	2015
Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions J Ingram ZDM 50 (6), 1065-1075, 2018	48	2018
When students offer explanations without the teacher explicitly asking them to J Ingram, N Andrews, A Pitt Educational Studies in Mathematics 101, 51-66, 2019	44	2019
Cross-curricular teaching and learning in the secondary school... Mathematics R Ward-Penny Routledge, 2010	43	2010
Research methods for classroom discourse J Ingram, V Elliott Bloomsbury Publishing, 2019	29	2019
Feeling part of the school and feeling safe: Further development of a tool for investigating school belonging J Porter, T McDermott, H Daniels, J Ingram Educational Studies 50 (3), 382-398, 2024	22	2024
Supporting student teachers in developing and applying professional knowledge with videoed events J Ingram European Journal of Teacher Education 37 (1), 51-62, 2014	22	2014
Whole class interaction in the mathematics classroom: A conversation analytic approach J Ingram University of Warwick, 2012	22	2012
Playing the system: Incentives to ‘game’and educational ethics in school examination entry policies in England J Ingram, V Elliott, C Morin, A Randhawa, C Brown Oxford Review of Education 44 (5), 545-562, 2018	20	2018
Preparing to teach in secondary schools: a student teacher's guide to professional issues in secondary education V Brooks, I Abbott, P Huddleston McGraw-Hill Education (UK), 2012	19	2012
Observing Effective Mathematics Teaching: A Review of the Literature. J Ingram, P Sammons, A Lindorff Education Development Trust, 2018	16	2018
Epistemic management in mathematics classroom interactions: Student claims of not knowing or not understanding J Ingram The Journal of Mathematical Behavior 58, 100754, 2020	15	2020
Examination Reform: Impact of linear and modular examinations at GCSE JA Baird, D Caro, V Elliott, Y El Masri, J Ingram, T Isaacs, AP De Moira, ... London:[sn], 2019	15	2019

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