Jenni Ingram
Jenni Ingram
Associate Professor of Education, University of Oxford
Verified email at education.ox.ac.uk
Title
Cited by
Cited by
Year
How and why do student teachers use ICT.
M Hammond, L Reynolds, J Ingram
Journal of Computer Assisted Learning 27 (3), 191-203, 2011
1512011
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
1222009
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
772009
Turn taking and ‘wait time’in classroom interactions
J Ingram, V Elliott
Journal of Pragmatics 62, 1-12, 2014
712014
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
622016
A marked improvement?
V Elliott, JE Baird, TN HOPFENBECK, J INGRAM, IAN THOMPSON, ...
A review of the evidence on written marking [available online, 2016
372016
Handling errors as they arise in whole-class interactions
J Ingram, A Pitt, F Baldry
Research in Mathematics Education 17 (3), 183-197, 2015
252015
Cross-Curricular Teaching and Learning in the Secondary School... Mathematics
R Ward-Penny
Routledge, 2010
222010
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
162012
Whole class interaction in the mathematics classroom: A conversation analytic approach
J Ingram
University of Warwick, 2012
162012
Supporting student teachers in developing and applying professional knowledge with videoed events
J Ingram
European Journal of Teacher Education 37 (1), 51-62, 2014
152014
Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions
J Ingram
ZDM 50 (6), 1065-1075, 2018
92018
Making student explanations relevant in whole class discussion
J Ingram, N Andrews, A Pitt
Language and Communication in Mathematics Education, 51-63, 2018
82018
The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young …
K Burn, T Mutton, I Thompson, J Ingram, J McNicholl, R Firth
Journal of Education for tEaching 42 (4), 434-450, 2016
82016
When students offer explanations without the teacher explicitly asking them to
J Ingram, N Andrews, A Pitt
Educational Studies in Mathematics 101 (1), 51-66, 2019
72019
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
72018
Research methods for classroom discourse
J Ingram, V Elliott
Bloomsbury Publishing, 2019
62019
Observing Effective Mathematics Teaching: A Review of the Literature.
J Ingram, P Sammons, A Lindorff
Education Development Trust, 2018
62018
A marked improvement?: A review of the evidence on written marking. London: Education Endowment Foundation
V Elliott, J Baird, T Hopfenbeck, J Ingram, I Thompson, N Usher, ...
52016
The influence of how teachers interactionally manage mathematical mistakes on the mathematics that students experience
J Ingram, F Baldry, A Pitt
Proceedings of the 8th Congress of the European Society of Research in …, 2013
42013
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