T. Farmer

T. Farmer, Beverley D. Cairns, David B. Estell, 2003, Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53.

There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts

Pamela J. Mims, Margaret P. Weiss, T. Farmer, 2023, Journal of Emotional and Behavioral Disorders.

Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

Kimberly Dadisman, M. Fraser, T. Farmer, 2010, The Elementary School Journal.

Expanding the Social Skills Deficit Framework

T. Farmer, R. Pearl, R. V. Van Acker, 1996 .

Social relations and academic achievement in inner-city early elementary classrooms

R. Cairns, T. Farmer, Beverley D. Cairns, 2002 .

Promoting Interpersonal Competence and Educational Success Through Extracurricular Activity Participation

T. Farmer, Beverley D. Cairns, J. L. Mahoney, 2003 .

Effectiveness of using learner‐centered principles on student retention in distance education courses in rural schools

Pui-Wa Lei, Wallace H. Hannum, Matthew J. Irvin, 2008 .

Social Integration and Students' Perceptions of the Transition to Middle School

T. Farmer, J. Hamm, K. Day, 2013 .

Changes in African American and Latinx Students’ Perceived Ethnic–Racial Discrimination During the Middle School Transition Year

T. Farmer, Marisa E. Marraccini, J. Hamm, 2021, The Journal of Early Adolescence.

Issues in Special Education Teacher Recruitment, Retention, and Professional Development: Considerations in Supporting Rural Teachers

T. Farmer, Thomas W. Farmer, R. Petrin, 2011 .

A Longitudinal Study of Interdisciplinary Team Relational Supports of Sixth-Grade Teachers’ Sense of Efficacy and Perceived Collective Efficacy of Team Members

T. Little, T. Farmer, J. Hamm, 2021, The Elementary School Journal.

Supporting Online Learning for Advanced Placement Students in Small Rural Schools

Wallace H. Hannum, Claire de la Varre, Julie Keane, 2009, The Rural Educator.

Early Adolescent Peer Ecologies in Rural Communities: Bullying in Schools That Do and Do not Have a Transition During the Middle Grades

T. Farmer, J. Hamm, Thomas W. Farmer, 2011, Journal of youth and adolescence.

Deviant or Diverse Peer Groups? The Peer Affiliations of Aggressive Elementary Students.

T. Farmer, P. Rodkin, R. Pearl, 2002 .

School Discipline Problems in Rural African American Early Adolescents: Characteristics of Students with Major, Minor, and No Offenses

T. Farmer, M. Leung, Jana H. Thompson, 2004 .

School, Community, and Church Activities: Relationship to Academic Achievement of Low-Income African American Early Adolescents in the Rural Deep South

T. Farmer, M. Irvin, Thomas W. Farmer, 2010 .

The Social Relations of Rural African American Early Adolescents and Proximal Impact of the School Engagement Project

Dianne M. Gut, T. Farmer, Beverley D. Cairns, 2002 .

The Move to Middle School: Parents' Expectations and Early Adolescents' Adjustment in Rural Communities

Kimberly Dadisman, T. Farmer, J. Hamm, 2013 .

Social status and aggressive and disruptive behavior in girls: individual, group, and classroom influences.

T. Farmer, David B. Estell, P. Rodkin, 2008, Journal of school psychology.

Social Networks and Peer-Assessed Problem Behavior in Elementary Classrooms

T. Farmer, P. Rodkin, R. Pearl, 1999 .

Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools

David L. Lee, T. Farmer, J. Hamm, 2018, Rural Special Education Quarterly.

Students With Disabilities and Involvement in Peer Victimization

T. Farmer, P. Rodkin, Thomas W. Farmer, 2015 .

Bullies and victims in rural African American youth: behavioral characteristics and social network placement.

T. Farmer, Beverley D. Cairns, David B. Estell, 2007, Aggressive behavior.

Bullying Involvement and the School Adjustment of Rural Students With and Without Disabilities

T. Farmer, J. Hamm, Thomas W. Farmer, 2012 .

Strength-Based Assessment of Rural African American Early Adolescents: Characteristics of Students in High and Low Groups on the Behavioral and Emotional Rating Scale

T. Farmer, M. Leung, Jana H. Thompson, 2005 .

Enhancing peer cultures of academic effort and achievement in early adolescence: promotive effects of the SEALS intervention.

T. Farmer, J. Hamm, Thomas W. Farmer, 2014, Developmental psychology.

Teacher attunement: Supporting early elementary students’ social integration and status

T. Farmer, J. Hamm, Thomas W. Farmer, 2015 .

Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural african american early adolescents.

T. Farmer, Beverley D. Cairns, David B. Estell, 2003, Developmental psychology.

Heterogeneity of Social Marginalization in Early Adolescence: Longitudinal Associations with Behavioral and Social Adjustment

T. Farmer, J. Hamm, H. Milojevich, 2021, Journal of Youth and Adolescence.

Promotive peer contexts of academic and social adjustment among rural African American early adolescent boys.

T. Farmer, J. Hamm, Thomas W. Farmer, 2013, The American journal of orthopsychiatry.

Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use

T. Farmer, David B. Estell, M. Irvin, 2007 .

School Adjustment and the Academic Success of Rural African American Early Adolescents in the Deep South

T. Farmer, M. Irvin, M. Leung, 2006 .

The Role of Schools in Outcomes for Youth: Implications for Children's Mental Health Services Research

T. Farmer, Thomas W. Farmer, E. Farmer, 1999 .

Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors

Kimberly Dadisman, T. Farmer, M. Irvin, 2009, The Elementary School Journal.

Different Forms of Aggression among Inner-City African-American Children: Gender, Configurations, and School Social Networks.

T. Farmer, Beverley D. Cairns, Hongling Xie, 2003 .

Individual characteristics, early adolescent peer affiliations, and school dropout: an examination of aggressive and popular group types

T. Farmer, Beverley D. Cairns, David B. Estell, 2003 .

Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives

David L. Lee, K. Bierman, T. Farmer, 2020 .

Reforming research to support culturally and ecologically responsive and developmentally meaningful practice in schools

T. Farmer, Thomas W. Farmer, 2020 .

Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention

David L. Lee, T. Farmer, J. Hamm, 2019, Journal of Youth and Adolescence.

Teachers’ Perceptions of Self- and Peer-Identified Victims

T. Farmer, J. Hamm, Thomas W. Farmer, 2019, School Mental Health.

Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology

T. Farmer, J. Hamm, Thomas W. Farmer, 2017, Journal of youth and adolescence.

Social Networks in Fifth Grade Classrooms: Who Reports being in a Group and Who Does Not?

T. Farmer, Thomas W. Farmer, C. M. Hall, 2021, Journal of Child and Family Studies.

Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education

David L. Lee, T. Farmer, J. Hamm, 2018 .

Teacher-Assessed Behavioral Configurations, Peer-Assessments, and Self-Concepts of Elementary Students with Mild Disabilities

T. Farmer, P. Rodkin, R. Pearl, 1999 .

Social preference, social prominence, and group membership in late elementary school: homophilic concentration and peer affiliation configurations

T. Farmer, M. Irvin, Thomas W. Farmer, 2010 .

Social Networks and Social Status in Emotionally Disturbed Children

R. Cairns, T. Farmer, Thomas W. Farmer, 1991 .

Interpersonal competence configurations and peer relations in early elementary classrooms: Perceived popular and unpopular aggressive subtypes

Kimberly Dadisman, M. Fraser, T. Farmer, 2010 .

Aggression in Inner-City Early Elementary Classrooms: Individual and Peer-Group Configurations

R. Cairns, T. Farmer, Beverley D. Cairns, 2002 .

Improving the School Context of Early Adolescence Through Teacher Attunement to Victimization

T. Farmer, J. Hamm, Thomas W. Farmer, 2016, The Journal of early adolescence.

Fourth‐ and Fifth‐Grade Teachers’ Awareness of Their Classrooms’ Social Networks

T. Farmer, P. Rodkin, R. Pearl, 2007, The Elementary School Journal.

Enemies in the gendered societies of middle childhood: prevalence, stability, associations with social status, and aggression.

T. Farmer, P. Rodkin, R. Pearl, 2003, New directions for child and adolescent development.

SOCIAL PREFERENCE CHOICES IN LATE ELEMENTARY SCHOOL : WITHIN AND ACROSS GROUP NOMINATIONS

T. Farmer, Daniel J. Boudah, Patrick Akos, 2009 .

The Social Integration of Students with Mild Disabilities in General Education Classrooms: Peer Group Membership and Peer-Assessed Social Behavior

T. Farmer, K. Bost, P. Rodkin, 1998, The Elementary School Journal.

Evaluating the impact of a multicomponent intervention model on teachers' awareness of social networks at the beginning of middle school in rural communities.

Kimberly Dadisman, T. Farmer, J. Hamm, 2010 .

Heterogeneity in the relationship between popularity and aggression: individual, group, and classroom influences.

T. Farmer, David B. Estell, P. Rodkin, 2003, New directions for child and adolescent development.

Antisocial and Prosocial Correlates of Classroom Social Positions: The Social Network Centrality Perspective

T. Farmer, P. Rodkin, Thomas W. Farmer, 1996 .

Challenges Associated With Applications and Interventions: Correlated Constraints, Shadows of Synchrony, and Teacher/Institutional Factors That Impact Social Change

T. Farmer, Thomas W. Farmer, Q. Alexander, 2016 .

Teachers’ perceptions of middle schoolers’ social concerns: strategies and barriers to supporting students’ social success

T. Farmer, J. Hamm, Thomas W. Farmer, 2021, Social Psychology of Education.

The Development of Disruptive Behavioral Disorders and Correlated Constraints: Implications for Intervention

T. Farmer, M. Quinn, W. Hussey, 2001 .

Managing Classrooms and Challenging Behavior

T. Farmer, W. Reinke, Debbie S. Brooks, 2014 .

The Social Behavior And Peer Relations Of Emotionally And Behaviorally Disturbed Students In Residential Treatment

T. Farmer, Thomas W. Farmer, Carolyn Stuart, 1993 .

Effects of a Developmentally Based Intervention With Teachers on Native American and White Early Adolescents’ Schooling Adjustment in Rural Settings

Samuel Y. Song, J. Meece, Kimberly Dadisman, 2010 .

Studying the individual within the peer context: are we on target?

T. Farmer, 2007, New directions for child and adolescent development.

Social Interactions and Peer Support for Problem Behavior

T. Farmer, Thomas W. Farmer, Tom W. Cadwallader, 2000 .

The transition to high school: a prodigal analysis of developmental pathways.

T. Farmer, Beverley D. Cairns, Tom W. Cadwallader, 2003, New directions for child and adolescent development.

Exceptionality and Peer Victimization Involvement in Late Childhood

T. Farmer, J. Hamm, Thomas W. Farmer, 2015 .

Competence Enhancement Behavior Management

T. Farmer, Thomas W. Farmer, Adrienne N. Sgammato, 2006 .

Recasting the Ecological and Developmental Roots of Intervention for Students with Emotional and Behavior Problems: The Promise of Strength-Based Perspectives

T. Farmer, E. Farmer, Debbie S. Brooks, 2010 .

Manufacturing Phenomena or Preserving Phenomena? Core Issues in the Identification of Peer Social Groups With Social Cognitive Mapping Procedures

T. Farmer, Hongling Xie, Thomas W. Farmer, 2013 .

Wallace H. Hannum, Julie Keane, Matthew J. Irvin, 2012 .