| Year |
Citation |
Score |
| 2021 |
Norwalk KE, Milojevich HM, Dawes M, Hamm JV, Farmer TW. Heterogeneity of Social Marginalization in Early Adolescence: Longitudinal Associations with Behavioral and Social Adjustment. Journal of Youth and Adolescence. PMID 34081256 DOI: 10.1007/s10964-021-01457-5 |
0.499 |
|
| 2020 |
Chen C, Farmer TW, Hamm JV, Brooks DS, Lee D, Norwalk K, Lambert K, Dawes M, Sterrett B, Rizzo K. Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology: Journal of Emotional and Behavioral Disorders. 28: 180-192. DOI: 10.1177/1063426619866829 |
0.499 |
|
| 2020 |
Norwalk KE, Dawes M, Hamm JV, Farmer TW. Improving Middle School Teachers’ Self-reported Use of Social Dynamics Management Practices Journal of Applied School Psychology. 1-18. DOI: 10.1080/15377903.2020.1799129 |
0.413 |
|
| 2019 |
Dawes M, Farmer T, Hamm J, Lee D, Norwalk K, Sterrett B, Lambert K. Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention. Journal of Youth and Adolescence. PMID 31705384 DOI: 10.1007/S10964-019-01156-2 |
0.533 |
|
| 2019 |
Farmer TW, Hamm JV, Dawes M, Barko-Alva K, Cross JR. Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management Educational Psychologist. 54: 286-305. DOI: 10.1080/00461520.2019.1635020 |
0.483 |
|
| 2019 |
Dawes M, Norwalk KE, Chen C, Hamm JV, Farmer TW. Teachers’ Perceptions of Self- and Peer-Identified Victims School Mental Health. 11: 819-832. DOI: 10.1007/S12310-019-09329-X |
0.461 |
|
| 2018 |
Farmer TW, Talbott B, Dawes M, Huber HB, Brooks DS, Powers EE. Social Dynamics Management: What Is It and Why Is It Important for Intervention?: Journal of Emotional and Behavioral Disorders. 26: 3-10. DOI: 10.1177/1063426617752139 |
0.336 |
|
| 2018 |
Malamut ST, Dawes M, Xie H. Characteristics of rumors and rumor victims in early adolescence: Rumor content and social impact Social Development. 27: 601-618. DOI: 10.1111/Sode.12289 |
0.646 |
|
| 2017 |
Dawes M, Chen CC, Farmer TW, Hamm JV. Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology. Journal of Youth and Adolescence. PMID 28508249 DOI: 10.1007/S10964-017-0688-2 |
0.475 |
|
| 2017 |
Farmer TW, Dawes M, Hamm JV, Lee D, Mehtaji M, Hoffman AS, Brooks DS. Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education Remedial and Special Education. 39: 177-192. DOI: 10.1177/0741932517718359 |
0.348 |
|
| 2017 |
Dawes M. Early adolescents’ social goals and school adjustment Social Psychology of Education. 20: 299-328. DOI: 10.1007/S11218-017-9380-3 |
0.544 |
|
| 2016 |
Dawes M, Chen CC, Zumbrunn SK, Mehtaji M, Farmer TW, Hamm JV. Teacher attunement to peer-nominated aggressors. Aggressive Behavior. PMID 27779315 DOI: 10.1002/Ab.21686 |
0.403 |
|
| 2016 |
Farmer TW, Gatzke-Kopp LM, Lee DL, Dawes M, Talbott E. Research and Policy on Disability Policy Insights From the Behavioral and Brain Sciences. 3: 138-145. DOI: 10.1177/2372732215624217 |
0.302 |
|
| 2016 |
Dawes M, Xie H. The Trajectory of Popularity Goal During the Transition to Middle School The Journal of Early Adolescence. 37: 852-883. DOI: 10.1177/0272431615626301 |
0.663 |
|
| 2014 |
Dawes M, Xie H. The role of popularity goal in early adolescents' behaviors and popularity status. Developmental Psychology. 50: 489-97. PMID 23688171 DOI: 10.1037/A0032999 |
0.681 |
|
| 2013 |
Xie H, Dawes M, Wurster TJ, Shi B. Aggression, academic behaviors, and popularity perceptions among boys of color during the transition to middle school. The American Journal of Orthopsychiatry. 83: 265-77. PMID 23889018 DOI: 10.1111/Ajop.12039 |
0.582 |
|
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