Kate Elizabeth Norwalk

Student, classroom, and teacher factors associated with teachers' attunement to bullies and victims

Dawes, M., Starrett, A., Norwalk, K., Hamm, J., & Farmer, T. (2023, February 2). SOCIAL DEVELOPMENT.

National trends and disparate access to formal and informal sex education among youth involved with the child welfare system in the USA

Sex Education, 10, 1–17.

Characteristics, experiences, and mental health of children who re-enter foster care

CHILDREN AND YOUTH SERVICES REVIEW, 129.

Exploring Variability in Social and Behavioral Adjustment Among Children in Head Start Experiencing Homelessness

JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK, 26(4), 337–351.

Heterogeneity of Social Marginalization in Early Adolescence: Longitudinal Associations with Behavioral and Social Adjustment

Norwalk, K. E., Milojevich, H. M., Dawes, M., Hamm, J. V., & Farmer, T. W. (2021, June 3). JOURNAL OF YOUTH AND ADOLESCENCE.

Identifying gaps in training on sexual health for caregivers of adolescents in foster care

Vulnerable Children and Youth Studies, 17(2), 119–129.

Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model

[Review of ]. FRONTIERS IN EDUCATION, 5.

Teachers' perceptions of middle schoolers' social concerns: strategies and barriers to supporting students' social success

SOCIAL PSYCHOLOGY OF EDUCATION, 24(2), 465–488.

Improving Middle School Teachers' Self-reported Use of Social Dynamics Management Practices

JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 37(2), 109–126.

Converging on quality: Examining multiple measures of teaching effectiveness

JOURNAL OF SCHOOL PSYCHOLOGY, 74, 10–28.

Deprivation and threat, emotion dysregulation, and psychopathology: Concurrent and longitudinal associations

DEVELOPMENT AND PSYCHOPATHOLOGY, 31(3), 847–857.

Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology

JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS, 28(3), 180–192.

Peer Assisted Supervision and Support and Providers' Use of Triple P- Positive Parenting Program

JOURNAL OF CHILD AND FAMILY STUDIES, 28(6), 1664–1672.

Teachers' Perceptions of Self- and Peer-Identified Victims

SCHOOL MENTAL HEALTH, 11(4), 819–832.

Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002-2016

JOURNAL OF SCHOOL PSYCHOLOGY, 70, 44–63.

Tier 2 Reading Fluency Interventions With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention

Journal of Applied School Psychology, 34(4), 316–337.

Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization

PSYCHOLOGY IN THE SCHOOLS, 55(2), 120–136.

Special Educators as Intervention Specialists: Dynamic Systems and the Complexity of Intensifying Intervention for Students With Emotional and Behavioral Disorders

JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS, 24(3), 173–186.

Confirmatory factor analysis of the Early Arithmetic, Reading, and Learning Indicators (EARLI)

Journal of School Psychology, 52(1), 83–96.

Examining early literacy skill differences among children in head start via latent profile analysis.

School Psychology Quarterly, 27(3), 170–183.

Factor structure of the gender role conflict scale in African American and European American men.

Psychology of Men & Masculinity, 12(2), 128–143.