My teaching and research interests include: classroom peer dynamics and social inclusion; holistic developmental models of classroom management and student support; the prevention of bullying and peer victimization; rural education and special education; and training and professional development to prepare teachers to support learners and classrooms with diverse strengths and learning needs. I teach courses related to evidence-based interventions and child and adolescence development.
My background is in special education and developmental science. I worked for several years supporting the community integration of young adults with disabilities in supported-living and work environments. I also worked as a teacher-counselor for children with emotional and behavioral disorders in a Project Re-Education Program that centered on school, family, and community-based ecological supports. My graduate training involved the intersection of special education and developmental psychology with a focus on context-based supports to foster opportunities and experiences that promote the adaptation of youth who experience social marginalization.
My research has been funded by the Institute of Education Sciences, Office of Special Education Programs, Centers for Disease Control and Prevention, and the National Institute of Mental Health. I am currently completing my role as president of the Division of Research of the Council for Exceptional Children and will serve as past president during the 2020-2021 academic year. I am also co-editor of the Journal of Emotional and Behavioral Disorders.
Farmer, T. W., Hamm, J. V., Lee, D. L., Sterrett, B., Rizzo, K., & Norwalk, K. (2020). An adaptive, correlated constraints model of classroom management: The behavioral, academic, and social engagement (BASE) program (pp. 227-242). In T. W. Farmer, M. Conroy, E. M. Z., Farmer, & Sutherland (Co-editors). Handbook of research on emotional & behavioral disorders: Interdisciplinary developmental perspectives on children and youth. Routledge: London.
Farmer, T.W., Gatzke-Kopp, L., Latendresse, S. J. (2020). The development, prevention, and treatment of emotional and behavioral disorders: An interdisciplinary developmental systems perspective (pp. 3-22). In T. W. Farmer, M. Conroy, E. M. Z., Farmer, & Sutherland (Co-editors). Handbook of research on emotional & behavioral disorders: Interdisciplinary developmental perspectives on children and youth. Routledge: London.
Dawes, M., Norwalk, Chen, C-C., Hamm, J. V., & Farmer, T. W. (2019). Teachers' perceptions of self-and peer-identified victims
. School Mental Health, 11, 819-832.
Dawes, M., Farmer, T. W., Hamm, J. V., Lee, D., Norwalk, K., Sterrett, B., & Lambert, K. (2019: online first). Creating supportive contexts during the first year of middle school: Impact of a developmentally responsive multi-component intervention
. Journal of Youth and Adolescence.