Thomas W. Farmer

Best Publications

• Promoting Interpersonal Competence and Educational Success Through Extracurricular Activity Participation

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

  945
  Citations

• Heterogeneity of popular boys: antisocial and prosocial configurations.

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

  934
  Citations

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

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

  623
  Citations

• Heterogeneity of popular boys: Antisocial and prosocial configurations.

  Unknown

  546
  Citations

• 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

  299
  Citations

• 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

  290
  Citations

• 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

  278
  Citations

• 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

  277
  Citations

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

  Thomas W. Farmer;Philip C. Rodkin

  272
  Citations

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

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

  252
  Citations

• 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

  227
  Citations

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

  Thomas W. Farmer;Elizabeth M. Z. Farmer

  208
  Citations

• 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

  208
  Citations

• 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

  197
  Citations

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

  Hongling Xie;Thomas W Farmer;Beverley D Cairns

  194
  Citations

• Distance Education Use in Rural Schools

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

  180
  Citations

• 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

  170
  Citations

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

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

  157
  Citations

• 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

  156
  Citations

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

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

  143
  Citations