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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Supporting Teachers’ Management of Middle School Social Dynamics
Thomas W. Farmer, Chin‐Chih Chen, Jill V. Hamm, et al.
Intervention in School and Clinic (2016) Vol. 52, Iss. 2, pp. 67-76
Closed Access | Times Cited: 29

Showing 1-25 of 29 citing articles:

Promoting Social Inclusion in Educational Settings: Challenges and Opportunities
Jaana Juvonen, Leah M. Lessard, Ritika Rastogi, et al.
Educational Psychologist (2019) Vol. 54, Iss. 4, pp. 250-270
Open Access | Times Cited: 195
Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management
Thomas W. Farmer, Jill V. Hamm, Molly Dawes, et al.
Educational Psychologist (2019) Vol. 54, Iss. 4, pp. 286-305
Closed Access | Times Cited: 100
Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs
Mariola Gremmen, Yvonne H. M. van den Berg, Eliane Segers, et al.
Social Psychology of Education (2016) Vol. 19, Iss. 4, pp. 749-774
Open Access | Times Cited: 96
Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education
Thomas W. Farmer, Molly Dawes, Jill V. Hamm, et al.
Remedial and Special Education (2017) Vol. 39, Iss. 3, pp. 177-192
Closed Access | Times Cited: 71
Intensive Interventions for Students With Emotional and Behavioral Disorders
Daniel M. Maggin, Joseph H. Wehby, Thomas W. Farmer, et al.
Journal of Emotional and Behavioral Disorders (2016) Vol. 24, Iss. 3, pp. 127-137
Closed Access | Times Cited: 53
The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism
Thomas W. Farmer, Zewelanji Serpell, LaRon A. Scott, et al.
Journal of Emotional and Behavioral Disorders (2022) Vol. 30, Iss. 2, pp. 71-85
Closed Access | Times Cited: 27
Supporting the Social Lives of Secondary Students With Severe Disabilities: Considerations for Effective Intervention
Erik W. Carter
Journal of Emotional and Behavioral Disorders (2017) Vol. 26, Iss. 1, pp. 52-61
Open Access | Times Cited: 43
A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics
Jessica Trach, Matthew Lee, Shelley Hymel
Journal of Emotional and Behavioral Disorders (2017) Vol. 26, Iss. 1, pp. 11-20
Closed Access | Times Cited: 42
Special Educators as Intervention Specialists
Thomas W. Farmer, Kevin S. Sutherland, Elizabeth Talbott, et al.
Journal of Emotional and Behavioral Disorders (2016) Vol. 24, Iss. 3, pp. 173-186
Closed Access | Times Cited: 37
Social Dynamics Management: What Is It and Why Is It Important for Intervention?
Thomas W. Farmer, Betsy Talbott, Molly Dawes, et al.
Journal of Emotional and Behavioral Disorders (2018) Vol. 26, Iss. 1, pp. 3-10
Open Access | Times Cited: 32
Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model
Molly Dawes, Brittany I. Sterrett, Debbie S. Brooks, et al.
Journal of Emotional and Behavioral Disorders (2024) Vol. 32, Iss. 2, pp. 110-123
Open Access | Times Cited: 3
Early adolescents’ social goals and school adjustment
Molly Dawes
Social Psychology of Education (2017) Vol. 20, Iss. 2, pp. 299-328
Closed Access | Times Cited: 29
Teaching Explicit Social-Emotional Skills With Contextual Supports for Students With Intensive Intervention Needs
Karen L. Bierman, Michael T. Sanders
Journal of Emotional and Behavioral Disorders (2020) Vol. 29, Iss. 1, pp. 14-23
Closed Access | Times Cited: 23
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities
Jaana Juvonen, Leah M. Lessard, Ritika Rastogi, et al.
(2019)
Open Access | Times Cited: 22
Self-Efficacy and Career Decision of Pre-Service Secondary School Teachers: A Phenomenological Analysis
Luis Miguel Dos Santos
International Journal of Instruction (2020) Vol. 14, Iss. 1, pp. 521-536
Open Access | Times Cited: 20
Peer Network Dynamics and the Amplification of Antisocial to Violent Behavior Among Young Adolescents in Public Middle Schools
Olga Kornienko, Thomas J. Dishion, Thao Ha
Journal of Emotional and Behavioral Disorders (2017) Vol. 26, Iss. 1, pp. 21-30
Open Access | Times Cited: 18
Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools
Thomas W. Farmer, Jill V. Hamm, David L. Lee, et al.
Rural Special Education Quarterly (2018) Vol. 37, Iss. 3, pp. 164-175
Closed Access | Times Cited: 17
Reforming research to support culturally and ecologically responsive and developmentally meaningful practice in schools
Thomas W. Farmer
Educational Psychologist (2020) Vol. 55, Iss. 1, pp. 32-39
Closed Access | Times Cited: 15
Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives
Thomas W. Farmer, Karen L. Bierman, Cristin M. Hall, et al.
Journal of Emotional and Behavioral Disorders (2020) Vol. 29, Iss. 1, pp. 3-13
Closed Access | Times Cited: 12
Effects of a seating chart intervention for target and nontarget students
Summer S. Braun, Yvonne H. M. van den Berg, Antonius H. N. Cillessen
Journal of Experimental Child Psychology (2019) Vol. 191, pp. 104742-104742
Open Access | Times Cited: 11
Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model
Thomas W. Farmer, Brittany I. Sterrett, Kate E. Norwalk, et al.
Frontiers in Education (2021) Vol. 5
Open Access | Times Cited: 8
Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics
Haley Johnson, Lauren Molloy Elreda, Amanda K. Kibler, et al.
The Journal of Early Adolescence (2019) Vol. 40, Iss. 8, pp. 1087-1120
Closed Access | Times Cited: 6
Teachers’ perceptions of middle schoolers’ social concerns: strategies and barriers to supporting students’ social success
Molly Dawes, Brittany I. Sterrett, Kate E. Norwalk, et al.
Social Psychology of Education (2021) Vol. 24, Iss. 2, pp. 465-488
Closed Access | Times Cited: 6
Moving Targets and Missed Opportunities: Being Honest With Teachers and Ourselves
Thomas W. Farmer
Journal of Emotional and Behavioral Disorders (2024)
Closed Access
Skill Building for Teachers at a Chinese Special Needs School through International Videophone Teleconsultation: Helping Teachers Develop and Improve Choice-making in Students with Intellectual Disabilities
Hong Pei, Shigeki Sonoyama
International Journal of Disability Development and Education (2020) Vol. 69, Iss. 5, pp. 1755-1771
Closed Access | Times Cited: 3
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