Kate Norwalk Dawes, M., Starrett, A., Norwalk, K., Hamm, J., & Farmer, T. (2023, February 2). Student, classroom, and teacher factors associated with teachers' attunement to bullies and victims. SOCIAL DEVELOPMENT. https://doi.org/10.1111/sode.12669 Brasileiro, J., Widman, L., Norwalk, K., Mccrimmon, J., & Mullins, L. (2022). 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. https://doi.org/10.1080/14681811.2022.2134102 Finster, H. P., & Norwalk, K. E. (2021). Characteristics, experiences, and mental health of children who re-enter foster care. CHILDREN AND YOUTH SERVICES REVIEW, 129. https://doi.org/10.1016/j.childyouth.2021.106165 Haskett, M. E., Neal, S. C., & Norwalk, K. E. (2021). 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. https://doi.org/10.1080/10824669.2020.1869554 Norwalk, K. E., Milojevich, H. M., Dawes, M., Hamm, J. V., & Farmer, T. W. (2021, June 3). Heterogeneity of Social Marginalization in Early Adolescence: Longitudinal Associations with Behavioral and Social Adjustment. JOURNAL OF YOUTH AND ADOLESCENCE. https://doi.org/10.1007/s10964-021-01457-5 Brasileiro, J., Widman, L., Spiva, S., & Norwalk, K. (2021). Identifying gaps in training on sexual health for caregivers of adolescents in foster care. Vulnerable Children and Youth Studies, 17(2), 119–129. https://doi.org/10.1080/17450128.2021.1975859 Norwalk, K. E., Dawes, M., Hamm, J. V., & Farmer, T. W. (2021). Improving Middle School Teachers' Self-reported Use of Social Dynamics Management Practices. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 37(2), 109–126. https://doi.org/10.1080/15377903.2020.1799129 Farmer, T. W., Sterrett, B. I., Norwalk, K. E., Chen, C.-C., Dawes, M., Hamm, J. V., … Farmer, A. G. (2021). [Review of Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model]. FRONTIERS IN EDUCATION, 5. https://doi.org/10.3389/feduc.2020.587174 Dawes, M., Sterrett, B. I., Norwalk, K. E., Farmer, T. W., & Hamm, J. V. (2021). Teachers' perceptions of middle schoolers' social concerns: strategies and barriers to supporting students' social success. SOCIAL PSYCHOLOGY OF EDUCATION, 24(2), 465–488. https://doi.org/10.1007/s11218-021-09622-1 Chen, C.-C., Farmer, T. W., Hamm, J. V., Brooks, D. S., Lee, D., Norwalk, K., … Rizzo, K. (2020). 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. https://doi.org/10.1177/1063426619866829 Sandilos, L. E., Sims, W. A., Norwalk, K. E., & Reddy, L. A. (2019). Converging on quality: Examining multiple measures of teaching effectiveness. JOURNAL OF SCHOOL PSYCHOLOGY, 74, 10–28. https://doi.org/10.1016/j.jsp.2019.05.004 Milojevich, H. M., Norwalk, K. E., & Sheridan, M. A. (2019). Deprivation and threat, emotion dysregulation, and psychopathology: Concurrent and longitudinal associations. DEVELOPMENT AND PSYCHOPATHOLOGY, 31(3), 847–857. https://doi.org/10.1017/S0954579419000294 Owens, C. R., Haskett, M. E., & Norwalk, K. (2019). Peer Assisted Supervision and Support and Providers' Use of Triple P- Positive Parenting Program. JOURNAL OF CHILD AND FAMILY STUDIES, 28(6), 1664–1672. https://doi.org/10.1007/s10826-019-01385-w Dawes, M., Norwalk, K. E., Chen, C.-C., Hamm, J. V., & Farmer, T. W. (2019). Teachers' Perceptions of Self- and Peer-Identified Victims. SCHOOL MENTAL HEALTH, 11(4), 819–832. https://doi.org/10.1007/s12310-019-09329-x Begeny, J. C., Levy, R. A., Hida, R., & Norwalk, K. (2018). Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization. PSYCHOLOGY IN THE SCHOOLS, 55(2), 120–136. https://doi.org/10.1002/pits.22070 Begeny, J. C., Levy, R. A., Hida, R., Norwalk, K., Field, S., Suzuki, H., … Aguirre Burneo, C. (2018). 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. https://doi.org/10.1016/j.jsp.2018.07.001 Vess, S. F., Begeny, J. C., Norwalk, K. E., & Ankney, R. N. (2018). 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. https://doi.org/10.1080/15377903.2018.1443985 Farmer, T. W., Sutherland, K. S., Talbott, E., Brooks, D. S., Norwalk, K., & Huneke, M. (2016). 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. https://doi.org/10.1177/1063426616650166 Norwalk, K. E., DiPerna, J. C., & Lei, P.-W. (2014). Confirmatory factor analysis of the Early Arithmetic, Reading, and Learning Indicators (EARLI). Journal of School Psychology, 52(1), 83–96. https://doi.org/10.1016/J.JSP.2013.11.006 Norwalk, K. E., DiPerna, J. C., Lei, P.-wa, & Wu, Q. (2012). Examining early literacy skill differences among children in head start via latent profile analysis. School Psychology Quarterly, 27(3), 170–183. https://doi.org/10.1037/spq0000003 Norwalk, K. E., Vandiver, B. J., White, A. M., & Englar-Carlson, M. (2011). Factor structure of the gender role conflict scale in African American and European American men. Psychology of Men & Masculinity, 12(2), 128–143. https://doi.org/10.1037/a0022799