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Psychology

D-Index
56
Citations
10984
World Ranking
4236
National Ranking
2360

Overview

Thomas W. Farmer is a researcher affiliated with the University of Pittsburgh in the United States. Their scholarly work is situated primarily in the Social Sciences, with significant contributions to the fields of Psychology and Education. The scope of their research encompasses several subfields, including Education, Safety Research, Developmental and Educational Psychology, Clinical Psychology, and Social Psychology.

Their main research topics revolve around early childhood education and development, youth development and social support, bullying, victimization, and aggression, child development and digital technology, educational and psychological assessments, child and adolescent psychosocial and emotional development, and teacher education and leadership studies.

Several recent papers illustrate their research focus and contributions:

  • 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)
  • Reforming research to support culturally and ecologically responsive and developmentally meaningful practice in schools (2020, Educational Psychologist)
  • Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives (2020, 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)

Frequent coauthors who have collaborated with Farmer include Jill V. Hamm, Molly Dawes, Kate E. Norwalk, Debbie S. Brooks, and David L. Lee.

Their research has been published most often in the Journal of Emotional and Behavioral Disorders, with six publications, followed by four publications in UNC Libraries, three in Mediaevistik, and singular contributions to Social Development and Social Psychology of Education.

Best Publications

  • Promoting Interpersonal Competence and Educational Success Through Extracurricular Activity Participation

    Joseph L. Mahoney;Beverley D. Cairns;Thomas W. Farmer

  • Heterogeneity of popular boys: antisocial and prosocial configurations.

    Philip C. Rodkin;Thomas W. Farmer;Ruth Pearl;Richard Van Acker

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

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

  • Peer Groups, Popularity, and Social Preference Trajectories of Social Functioning Among Students With and Without Learning Disabilities

    David B. Estell;Martin H. Jones;Ruth Pearl;Richard Van Acker

  • Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School

    David B. Estell;Thomas W. Farmer;Matthew J. Irvin;Amity Crowther

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

    Thomas W. Farmer;David B. Estell;Jennifer L. Bishop;Keri K. O'Neal

  • They’re Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls

    Philip C. Rodkin;Thomas W. Farmer;Ruth Pearl;Richard Van Acker

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

    Thomas W. Farmer;Philip C. Rodkin

  • Relationship of school context to rural youth's educational achievement and aspirations.

    Matthew J. Irvin;Judith L. Meece;Soo yong Byun;Thomas W. Farmer

  • Identifying Children's Peer Social Networks in School Classrooms: Links Between Peer Reports and Observed Interactions

    Scott D. Gest;Thomas W. Farmer;Beverley D. Cairns;Hongling Xie

  • Social Relationships of Students with Exceptionalities in Mainstream Classrooms: Social Networks and Homophily:

    Thomas W. Farmer;Elizabeth M. Z. Farmer

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

    Ann B. Berry;Robert A. Petrin;Maggie L. Gravelle;Thomas W. Farmer

  • 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

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

    Hongling Xie;Thomas W Farmer;Beverley D Cairns

  • Distance Education Use in Rural Schools

    Wallace H. Hannum;Matthew J. Irvin;Jonathan B. Banks;Thomas W. Farmer

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

    Thomas W Farmer;David B Estell;Man-Chi Leung;Hollister Trott

  • Educational Barriers of Rural Youth: Relation of Individual and Contextual Difference Variables

    Matthew J. Irvin;Soo yong Byun;Judith L. Meece;Thomas W. Farmer

  • Effectiveness of Using Learner-Centered Principles on Student Retention in Distance Education Courses in Rural Schools

    Wallace H. Hannum;Matthew J. Irvin;Pui Wa Lei;Thomas W. Farmer

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

    David B. Estell;Robert B. Cairns;Thomas W. Farmer;Beverley D. Cairns

  • Social Networks in Mainstream Classrooms: Social Affiliations and Behavioral Characteristics of Students with EBD.

    Thomas W. Farmer;Julie H. Hollowell

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

    Thomas W. Farmer;Robert A. Petrin;Dylan L. Robertson;Mark W. Fraser

Frequent Co-Authors

Jill V. Hamm
Jill V. Hamm University of North Carolina at Chapel Hill
Judith L. Meece
Judith L. Meece University of North Carolina at Chapel Hill
Robert B. Cairns
Robert B. Cairns University of North Carolina at Chapel Hill
Kevin S. Sutherland
Kevin S. Sutherland Virginia Commonwealth University
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Lisa M. Gatzke-Kopp
Lisa M. Gatzke-Kopp Pennsylvania State University
Maureen A. Conroy
Maureen A. Conroy University of Florida
Kelly K. Bost
Kelly K. Bost University of Illinois at Urbana-Champaign
John Wills Lloyd
John Wills Lloyd University of Virginia
Scott D. Gest
Scott D. Gest University of Virginia

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