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They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls

Social development (Oxford, England), 2006-05, Vol.15 (2), p.175-204

2006

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They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls

Social development (Oxford, England), 2006-05, Vol.15 (2), p.175-204

2006

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Peer Groups, Popularity, and Social Preference: Trajectories of Social Functioning Among Students With and Without Learning Disabilities

Journal of learning disabilities, 2008-01, Vol.41 (1), p.5-14

2008

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Best Friendships of Students with and without Learning Disabilities across Late Elementary School

Exceptional children, 2009-10, Vol.76 (1), p.110-124

2009

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Fourth‐ and Fifth‐Grade Teachers’ Awareness of Their Classrooms’ Social Networks

The Elementary school journal, 2007-09, Vol.108 (1), p.25-39

2007

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Interpersonal Competence Configurations, Behavior Problems, and Social Adjustment in Preadolescence

Journal of emotional and behavioral disorders, 2008-12, Vol.16 (4), p.195-212

2008

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Peer Groups, Popularity, and Social Preference

Journal of learning disabilities, 2008-01, Vol.41 (1), p.5-14

2008

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Four Years After a Preterm Birth: Children's Development and Their Mothers' Beliefs and Expectations

Journal of pediatric psychology, 1995-06, Vol.20 (3), p.363-370

1995

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Enemies in the Gendered Societies of Middle Childhood: Prevalence, Stability, Associations With Social Status, and Aggression

New directions for child and adolescent development, 2003, Vol.2003 (102), p.73-88

2003

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Heterogeneity in the Relationship Between Popularity and Aggression: Individual, Group, and Classroom Influences

New directions for child and adolescent development, 2003, Vol.2003 (101), p.75-85

2003

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The Social Integration of Students with Mild Disabilities in General Education Classrooms: Peer Group Membership and Peer-Assessed Social Behavior

The Elementary school journal, 1998-11, Vol.99 (2), p.167-185

1998

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Studying Social Development and Learning Disabilities is Not for the Faint-Hearted: Comments on the Risk/Resilience Framework

Learning disabilities research and practice, 2003-05, Vol.18 (2), p.90-93

2003

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Children's Understanding of Others'Need for Help: Effects of Problem Explicitness and Type

Child development, 1985-06, Vol.56 (3), p.735-745

Pearl, Ruth

1985

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Learning Disabled Students' Detection of Deception

Learning disabilities research and practice, 1991, Vol.6 (1), p.12

Pearl, Ruth

1991

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Children's Understanding of Others' Need for Help: Effects of Problem Explicitness and Type

Child development, 1985-06, Vol.56 (3), p.735-745

Pearl, Ruth

1985

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Teacher-Assessed Behavioral Configurations, Peer-Assessments, and Self-Concepts of Elementary Students with Mild Disabilities

The Journal of special education, 1999-07, Vol.33 (2), p.66-80

1999

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Interaction of Internal Attribution for Effort and Teacher Response Mode in Reading Instruction: A Replication Note

American educational research journal, 1983-01, Vol.20 (2), p.269-276

1983

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Self-concepts and locus of control of learning disabled children

Educational horizons, 1981-01, Vol.59 (2), p.91-96

1981

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Social Networks and Peer-Assessed Problem Behavior in Elementary Classrooms: Students With and Without Disabilities

Remedial and special education, 1999-07, Vol.20 (4), p.244-256

1999

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An Examination of Interference Effects in Infants' Memory for Faces

Child development, 1977-03, Vol.48 (1), p.88-96

1977

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LD Children's Attributions for Success and Failure: A Replication with a Labeled LD Sample

Learning disability quarterly, 1982-05, Vol.5 (2), p.173-176

Pearl, Ruth

1982

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Conversational Interactions of Mothers and Their Preschool Children Who Had Been Born Preterm

Journal of speech and hearing research, 1995-10, Vol.38 (5), p.1117-1125

1995

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Expanding the Social Skills Deficit Framework: A Developmental Synthesis Perspective, Classroom Social Networks, and Implications for the Social Growth of Students with Disabilities

The Journal of special education, 1996-10, Vol.30 (3), p.232-256

1996

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Social Networks and Peer-Assessed Problem Behavior in Elementary Classrooms

Remedial and special education, 1999, Vol.20 (4), p.244

1999

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I am Jewish: personal reflections inspired by the last words of Daniel Pearl

Jewish Lights Publishing, 2004. xxvii+260 pp, 2004, p.xxvii+260-xxvii+260

2004

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They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls

They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls

Peer Groups, Popularity, and Social Preference: Trajectories of Social Functioning Among Students With and Without Learning Disabilities

Best Friendships of Students with and without Learning Disabilities across Late Elementary School

Fourth‐ and Fifth‐Grade Teachers’ Awareness of Their Classrooms’ Social Networks

Interpersonal Competence Configurations, Behavior Problems, and Social Adjustment in Preadolescence

Peer Groups, Popularity, and Social Preference

Four Years After a Preterm Birth: Children's Development and Their Mothers' Beliefs and Expectations

Enemies in the Gendered Societies of Middle Childhood: Prevalence, Stability, Associations With Social Status, and Aggression

Heterogeneity in the Relationship Between Popularity and Aggression: Individual, Group, and Classroom Influences

The Social Integration of Students with Mild Disabilities in General Education Classrooms: Peer Group Membership and Peer-Assessed Social Behavior

Studying Social Development and Learning Disabilities is Not for the Faint-Hearted: Comments on the Risk/Resilience Framework

Children's Understanding of Others'Need for Help: Effects of Problem Explicitness and Type

Learning Disabled Students' Detection of Deception

Children's Understanding of Others' Need for Help: Effects of Problem Explicitness and Type

Teacher-Assessed Behavioral Configurations, Peer-Assessments, and Self-Concepts of Elementary Students with Mild Disabilities

Interaction of Internal Attribution for Effort and Teacher Response Mode in Reading Instruction: A Replication Note

Self-concepts and locus of control of learning disabled children

Social Networks and Peer-Assessed Problem Behavior in Elementary Classrooms: Students With and Without Disabilities

An Examination of Interference Effects in Infants' Memory for Faces

LD Children's Attributions for Success and Failure: A Replication with a Labeled LD Sample

Conversational Interactions of Mothers and Their Preschool Children Who Had Been Born Preterm

Expanding the Social Skills Deficit Framework: A Developmental Synthesis Perspective, Classroom Social Networks, and Implications for the Social Growth of Students with Disabilities

Social Networks and Peer-Assessed Problem Behavior in Elementary Classrooms

I am Jewish: personal reflections inspired by the last words of Daniel Pearl

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