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Educational Psychologist Volume 55, 2020 - Issue 1
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Perspectives on Educational Policy and Research

Reforming research to support culturally and ecologically responsive and developmentally meaningful practice in schools

Thomas W. FarmerDepartment of Psychology in Education, University of PittsburghCorrespondence[email protected]
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Pages 32-39 | Published online: 23 Jan 2020

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Revathy Kumar & Jessica DeCuir-Gunby. (2023) What is the role of race in educational psychology? A review of research in Educational Psychologist. Educational Psychologist 58:1, pages 1-17.
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Kathryn R. Wentzel. (2021) Open science reforms: Strengths, challenges, and future directions. Educational Psychologist 56:2, pages 161-173.
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Fa Zhang, Christine Lee Bae, Michael D. Broda & Alison C. Koenka. Motivation and Opportunities-to-Learn in Science as Predictors of Student Science Performance. The Journal of Experimental Education 0:0, pages 1-19.
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Articles from other publishers (9)

Molly Dawes, Brittany I. Sterrett, Debbie S. Brooks, David L. Lee, Jill V. Hamm & Thomas W. Farmer. (2024) Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model. Journal of Emotional and Behavioral Disorders.
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Margaret P. Weiss, Dawn A. Rowe, Pamela J. Mims & Thomas W. Farmer. (2023) There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts. Journal of Emotional and Behavioral Disorders 31:2, pages 154-167.
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Sean C. Austin, Kent McIntosh, Sara Izzard & Brooke Daugherty. (2023) A Systematic Review of Single-Case Research Examining Culturally Responsive Behavior Interventions in Schools. Journal of Behavioral Education.
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Tennisha N. Riley & Zewelanji N. Serpell. (2022) Developmental Considerations in a Problematic Ecology: Achieving Equity and Socially Just Learning Environments for African American Adolescents With Emotional and Behavioral Challenges. Journal of Emotional and Behavioral Disorders 30:2, pages 111-127.
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Thomas W. Farmer, Zewelanji Serpell, LaRon A. Scott, Shana E. DeVlieger, Debbie S. Brooks & Jill V. Hamm. (2022) The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism. Journal of Emotional and Behavioral Disorders 30:2, pages 71-85.
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Alexandra Aylward, Brenda Barrio & Catherine Kramarczuk Voulgarides. (2021) Exclusion from Educational Opportunity in Diversifying Rural Contexts*. Rural Sociology 86:3, pages 559-585.
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Thomas W. Farmer, Karen L. Bierman, Cristin M. Hall, Debbie S. Brooks & David L. Lee. (2020) Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives. Journal of Emotional and Behavioral Disorders 29:1, pages 3-13.
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Chin-Chih Chen, Kevin S. Sutherland, Rachel Kunemund, Brittany Sterrett, Sarah Wilkinson, Christerralyn Brown & Daniel M. Maggin. (2020) Intensifying Interventions for Students With Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise. Journal of Emotional and Behavioral Disorders 29:1, pages 56-66.
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Thomas W. Farmer, Brittany I. Sterrett, Kate E. Norwalk, Chen-Chih Chen, Molly Dawes, Jill V. Hamm, David L. Lee & Adaline G. Farmer. (2021) Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model. Frontiers in Education 5.
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