基本信息
浏览量:1
![](https://originalfileserver.aminer.cn/sys/aminer/icon/show-trajectory.png)
个人简介
Dr. Hamm’s research interests center on early adolescents’ social, behavioral, and academic adjustment, and the role of peer relations in successful school adaptation. She has applied her research findings to the development and testing of professional development programs designed to help middle school teachers create supportive learning environments for their students. Dr. Hamm currently directs or co-directs several research studies that involve creating professional development programs and examining their efficacy and utility for middle school teachers and their students. Her research has been funded by the National Science Foundation (NSF), the Institute for Education Sciences (IES; U.S. Department of Education), the William T. Grant Foundation, and the Spencer Foundation.
Two current project, both funded by the NSF, involve helping educators enhance two unique learning environments for teens. Hamm is Principal Investigator of PEARL (Peers Engaged as Resources in Learning), a collaborative study with Horizon Research, Inc., designed to provide foundational research on small group learning in mathematics classrooms. This project brings together theories and evidence-based practices regarding high quality mathematics education and productive classroom social dynamics. She is also co-Principal Investigator of Hidden No More: Shedding Light on Science Stories in the Shadows, a design and development project in collaboration with the UNC-CH Morehead Planetarium and Science Center, to develop and test innovative learning experiences for informal environments (e.g., museums) based on the research of past and current STEM innovators from underrepresented groups, whose work helps people understand, create, and harness light now.
As co-PI on an additional current project funded by IES and led by Desiree Murray, at Frank Porter Graham Child Development Institute (UNC-Chapel Hill), Hamm has extended her research on helping middle school teachers support healthy classroom social dynamics, to contribute to development and testing of a curriculum to help health and physical education teachers support students’ self-regulation
研究兴趣
论文共 69 篇作者统计合作学者相似作者
按年份排序按引用量排序主题筛选期刊级别筛选合作者筛选合作机构筛选
时间
引用量
主题
期刊级别
合作者
合作机构
SOCIOLOGICAL QUARTERLYpp.1-26, (2024)
JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS (2024)
JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS (2024)
SOCIAL DEVELOPMENTno. 3 (2023): 922-943
Handbook of Special Education Research, Volume IIpp.220-232, (2022)
Peer Relationships in Classroom Managementpp.61-76, (2022)
The Bloomsbury Handbook of Rural Education in the United States (2021)
加载更多
作者统计
合作学者
合作机构
D-Core
- 合作者
- 学生
- 导师
数据免责声明
页面数据均来自互联网公开来源、合作出版商和通过AI技术自动分析结果,我们不对页面数据的有效性、准确性、正确性、可靠性、完整性和及时性做出任何承诺和保证。若有疑问,可以通过电子邮件方式联系我们:report@aminer.cn