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Improving the School Context of Early Adolescence through Teacher Attunement to Victimization: Effects on School Belonging
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Norwalk, Kate E.; Hamm, Jill V.; Farmer, Thomas W.; Barnes, Kathryn L. – Journal of Early Adolescence, 2016
The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants (n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students…
Descriptors: Victims, Bullying, Teacher Student Relationship, Student Attitudes
Improving the School Context of Early Adolescence through Teacher Attunement to Victimization: Effects on School Belonging
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Norwalk, Kate E.; Hamm, Jill V.; Farmer, Thomas W.; Barnes, Kathryn L. – Grantee Submission, 2016
The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants (n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students…
Descriptors: Victims, Bullying, Teacher Student Relationship, Student Attitudes
Exceptionality and Peer Victimization Involvement in Late Childhood: Subtypes, Stability, and Social Marginalization
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Chen, Chin-Chih; Hamm, Jill V.; Farmer, Thomas W.; Lambert, Kerrylin; Mehtaji, Meera – Grantee Submission, 2015
This study examined subtypes and stability/change in peer victimization involvement among students with exceptionalities. Data were collected over spring of fifth grade and fall/spring of sixth grade with 1,861 students in 36 rural schools as part of a cluster randomized trial of a context-based intervention (Supporting Early Adolescent Learning…
Descriptors: Peer Relationship, Victims, Intervention, Disabilities
Early Adolescent Peer Ecologies in Rural Communities: Bullying in Schools that Do and Do Not Have a Transition during the Middle Grades
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Farmer, Thomas W.; Hamm, Jill V.; Leung, Man-Chi; Lambert, Kerrylin; Gravelle, Maggie – Journal of Youth and Adolescence, 2011
The transition to middle school is considered to be a heightened period for involvement in bullying because the lack of a defined dominance hierarchy is thought to promote jockeying for social positions among students. Accordingly, this study examined bullying in peer ecologies at the beginning of the middle grade years in rural schools that did…
Descriptors: Rural Schools, Middle Schools, Bullying, Peer Relationship
Evaluating the Impact of a Multicomponent Intervention Model on Teachers' Awareness of Social Networks at the Beginning of Middle School in Rural Communities
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Farmer, Thomas W.; Hall, Cristin M.; Petrin, Robert; Hamm, Jill V.; Dadisman, Kimberly – School Psychology Quarterly, 2010
A randomized control trial was conducted to evaluate the impact of the Rural Early Adolescent Learning Program (Project REAL) on teachers' awareness of peer groups at the beginning of the 1st year of middle school. Two schools were randomly assigned to the intervention condition and 2 to the control condition. Thirty-nine teachers and 466 students…
Descriptors: Group Membership, Intervention, Bullying, Early Adolescents
Supporting Early Adolescent Learning and Social Strengths: Promoting Productive Contexts for Students At-Risk for EBD during the Transition to Middle School
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Farmer, Thomas W.; Hamm, Jill V.; Petrin, Robert A.; Robertson, Dylan; Murray, Robert A.; Meece, Judith L.; Brooks, Debbie Sprott – Exceptionality, 2010
This study involved a pilot examination of the impact of the Supporting Early Adolescent Learning and Social Strengths (SEALS) model on the 6th grade academic and social context following the transition to middle school. Two middle schools from a high poverty Appalachian school district were randomly assigned to the intervention and control…
Descriptors: Middle Schools, Intervention, At Risk Students, Early Adolescents