Erin Ingram

Biographic Data

ID6674561
NAMEErin Ingram
GIVEN NAMESErin
FAMILY NAMEIngram
SIGNATUREINGRAM E
AFFILIATIONSUniversity of Nebraska–Lincoln
ORCID0000-0003-1741-6400
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS2
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2024
H-INDEX1

  • Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration

    Open AccessErin Ingram, Patricia Wonch Hill et al.ARTICLEEducation Sciences2024

    School gardens and outdoor learning spaces are increasingly available to support authentic, student-centered exploration in the areas of science, technology, engineering, and mathematics (STEM). Integrating technology tools into school garden spaces in alignment with modern agricultural practices can support inquiry-based learning in which students engage in science practices such as collecting and analyzing data. However, educators currently lac…

  • The literacy-enhancing potential of singing versus spoken language in public library storytimes

    Open AccessSoohyung Joo, Maria Cahill et al.ARTICLEJournal of Early Childhood Literacy2024

    Through analysis of the language, this study aimed to investigate the current practice of using songs in public library storytimes. Language interactions in 68 storytime programs involving 652 child participants were observed and transcribed. Then, textual analysis was conducted to examine the language of singing songs, focusing on how language used in singing songs differs from spoken language in storytime programs. Specifically, the study compa…

  • Prairie Protector

    Open AccessErin Ingram, Jenny KeshwaniARTICLEFrontiers in Education2023

    Introduction The Great Plains ecosystem offers an opportunity for young people to gain knowledge about intricate systems through practical learning. The spread of woody plants into grasslands, known as the “Green Glacier,” poses a risk to biodiversity and animal production. Although effective management strategies exist, some land managers are reluctant to use them. It is critical to cultivate a scientifically literate population that can think s…

  • Extratextual talk in public library storytime programs

    Open AccessMaria Cahill, Erin IngramARTICLEJournal of Early Childhood Research2022References: 11

    Shared book reading in which children actively participate in the reading of a text via discussion or extratextual talk has been well-established as an activity to advance children’s literacy and language learning, and it is a characteristic practice of public library storytime programs. This study scrutinized the extratextual talk that occurred within the shared reading episodes of 15 public library storytime programs. Findings from this study c…

  • Making Space for Social and Emotional Learning in Science Education

    Open AccessErin Ingram, Kristie Reddick et al.ARTICLEFrontiers in Education2021

    Social-emotional learning (SEL) is known to improve student outcomes but is rarely combined with STEM. In this paper we present an action research study to examine the impact of a STEM + SEL curriculum intervention to address a real-world school conflict. One hundred sixth–eighth graders and four teachers participated in an in-person facilitation of a SEL Arthropod curriculum, DIFFERENT. After the intervention, students completed open-ended coupl…

  • A framework for pollination systems thinking and conservation

    Doug Golick, Jenny M Dauer et al.ARTICLEEnvironmental Education Research2017Cited by: 2

    We conducted interviews with 16 postsecondary students at a large public university on pollination systems knowledge. A semi-structured interview protocol was developed with open-ended prompts to elicit student explanations of pollination systems. Congruent themes were developed through coding of the interview transcripts into low, medium, and high sophistication of responses. From this, we developed a framework of pollination knowledge informed …