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1. Changes in African American and Latinx Students' Perceived Ethnic-Racial Discrimination during the Middle School Transition Year

2. There's No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts

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

4. Emotional and Behavioral Risk Configurations, Students with Disabilities, and Perceptions of the Middle School Ecology

5. Handbook of Special Education Research, Volume I: Theory, Methods, and Developmental Processes

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

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

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

9. Teachers' Perceptions of Middle Schoolers' Social Concerns: Strategies and Barriers to Supporting Students' Social Success

10. Improving Middle School Teachers' Self-Reported Use of Social Dynamics Management Practices

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

12. Improving the School Context of Early Adolescence through Teacher Attunement to Victimization: Effects on School Belonging

13. Special Educators as Intervention Specialists: Dynamic Systems and the Complexity of Intensifying Intervention for Students with Emotional and Behavioral Disorders

14. Reforming Research to Support Culturally and Ecologically Responsive and Developmentally Meaningful Practice in Schools

15. Exceptionality and Peer Victimization Involvement in Late Childhood: Subtypes, Stability, and Social Marginalization

23. Teachers' Perceptions of Self- and Peer-Identified Victims

24. Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management

27. Overview of Project REAL and the Conceptual Foundations of the SEALS Model

28. Supporting Online Learning for Advanced Placement Students in Small Rural Schools: Conceptual Foundations and Intervention Components of the Facilitator Preparation Program

30. How the Government Defines 'Rural' Has Implications for Education Policies and Practices. Issues & Answers. REL 2007-010

31. Adequate Yearly Progress in Small Rural Schools and Rural Low-Income Schools

34. Supporting Teachers' Management of Middle School Social Dynamics: The Scouting Report Process

35. School Characteristics and Experiences of African American, Hispanic/Latino, and Native American Youth in Rural Communities: Relation to Educational Aspirations

37. Externalizing and Internalizing Behavior Problems, Peer Affiliations, and Bullying Involvement across the Transition to Middle School

39. Directed Consultation, the SEALS Model, and Teachers' Classroom Management

40. Reasons for Student Dropout in an Online Course in a Rural K-12 Setting

41. Responsibilities of Special Educators in Rural Schools: A Latent Class Analysis

42. Enhancing Peer Cultures of Academic Effort and Achievement in Early Adolescence: Promotive Effects of the Seals Intervention

43. When Universal Approaches and Prevention Services Are Not Enough: The Importance of Understanding the Stigmatization of Special Education for Students with EBD--A Response to Kauffman and Badar

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

45. Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement during Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model

46. The Social Functions of Antisocial Behavior: Considerations for School Violence Prevention Strategies for Students with Disabilities

47. Bullying Involvement and the School Adjustment of Rural Students with and without Disabilities

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

49. Social Prominence and the Heterogeneity of Rejected Status in Late Elementary School

50. Interpersonal Competence Configurations, Attachment to Community, and Residential Aspirations of Rural Adolescents

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