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Psychology

D-Index
31
Citations
4466
World Ranking
11167
National Ranking
5836

Overview

Jill V. Hamm is affiliated with the University of North Carolina at Chapel Hill in the United States. Their research primarily spans the fields of Social Sciences and Psychology, with a notable focus on Education, Safety Research, Developmental and Educational Psychology, Social Psychology, and Sociology and Political Science.

Their work addresses several key topics including Early Childhood Education and Development, Youth Development and Social Support, Bullying, Victimization, and Aggression, Child Development and Digital Technology, Child and Adolescent Psychosocial and Emotional Development, Parental Involvement in Education, and Educational and Psychological Assessments.

Jill V. Hamm has authored several recent papers, reflecting a concentration on emotional and behavioral development as well as social dynamics in educational settings:

  • The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism (2022), Journal of Emotional and Behavioral Disorders
  • Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model (2021), Frontiers in Education
  • Student, classroom, and teacher factors associated with teachers' attunement to bullies and victims (2023), Social Development
  • Teachers' perceptions of middle schoolers' social concerns: strategies and barriers to supporting students' social success (2021), Social Psychology of Education
  • Enhancing Teachers' Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model (2024), Journal of Emotional and Behavioral Disorders

Frequent publication venues for Hammond's work include:

  • UNC Libraries
  • Journal of Emotional and Behavioral Disorders
  • Social Development
  • Social Psychology of Education
  • RMLE Online

Collaborative research is a notable component of their career, with regular coauthors such as Thomas W. Farmer, Molly Dawes, Kate E. Norwalk, Brittany I. Sterrett, and Debbie S. Brooks contributing to several joint publications.

Best Publications

  • Revealing the invisible hand: The role of teachers in children's peer experiences

    Thomas W. Farmer;Meghan McAuliffe Lines;Jill V. Hamm

  • Sense of Belonging Among High School Students Representing 4 Ethnic Groups

    Beverly S. Faircloth;Jill V. Hamm

  • Experiences in After-School Programs and Children's Adjustment in First-Grade Classrooms.

    Kim M. Pierce;Jill V. Hamm;Deborah Lowe Vandell

  • Do birds of a feather flock together? The variable bases for African American, Asian American, and European American adolescents' selection of similar friends.

    Jill V. Hamm

  • The role of friendship in adolescents' sense of school belonging.

    Jill V. Hamm;Beverly S. Faircloth

  • Bridging the Ethnic Divide: Student and School Characteristics in African American, Asian-Descent, Latino, and White Adolescents' Cross-Ethnic Friend Nominations

    Jill V. Hamm;B. Bradford Brown;Daniel J. Heck

  • Teachers' attunement to students' peer group affiliations as a source of improved student experiences of the school social–affective context following the middle school transition

    Jill V. Hamm;Thomas W. Farmer;Kimberly Dadisman;Maggie Gravelle

  • Barriers and Bridges to Positive Cross-Ethnic Relations African American and White Parent Socialization Beliefs and Practices

    Jill V. Hamm

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

    Thomas W. Farmer;Jill V. Hamm;Molly Dawes;Katherine Barko-Alva

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

    Thomas W. Farmer;Robert Petrin;Debbie Sprott Brooks;Jill V. Hamm

  • Supporting Independence in Adolescents on the Autism Spectrum

    Kara Hume;Brian A. Boyd;Jill V. Hamm;Suzanne Kucharczyk

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

    Thomas W. Farmer;Molly Dawes;Jill V. Hamm;David Lee

  • Learning Mathematics in First-Grade Classrooms: On Whose Authority?

    Jill V. Hamm;Michelle Perry

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

    Jill V. Hamm;Thomas W. Farmer;Kerrylin Lambert;Maggie Gravelle

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

    Thomas W. Farmer;Jill V. Hamm;Man-Chi Leung;Kerrylin Lambert

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

    Kate E. Norwalk;Jill V. Hamm;Thomas W. Farmer;Kathryn L. Barnes

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

    Thomas W. Farmer;Kathleen L. Lane;David L. Lee;Jill V. Hamm

  • Injunctive and Descriptive Peer Group Norms and the Academic Adjustment of Rural Early Adolescents

    Jill V. Hamm;Lorrie Schmid;Thomas W. Farmer;Belinda Locke

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

    Luci M. Motoca;Thomas W. Farmer;Jill V. Hamm;Soo yong Byun

  • Utilizing the Developmental Influence of Peers in Middle School Groups.

    Patrick Akos;Jill V. Hamm;Sarah Gordon Mack;Michael Dunaway

Frequent Co-Authors

Thomas W. Farmer
Thomas W. Farmer University of Pittsburgh
Judith L. Meece
Judith L. Meece University of North Carolina at Chapel Hill
Brian A. Boyd
Brian A. Boyd University of Kansas
B. Bradford Brown
B. Bradford Brown University of Wisconsin–Madison
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Kevin S. Sutherland
Kevin S. Sutherland Virginia Commonwealth University

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