| How and why do student teachers use ICT. M Hammond, L Reynolds, J Ingram Journal of Computer Assisted Learning 27 (3), 191-203, 2011 | 242 | 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 |
| Turn taking and ‘wait time’in classroom interactions J Ingram, V Elliott Journal of Pragmatics 62, 1-12, 2014 | 136 | 2014 |
| 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 | 135 | 2021 |
| 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 | 134 | 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 | 42 | 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 |
Victoria ElliottOxford University Department of EducationVerified email at education.ox.ac.uk
