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Heterogeneity of Popular Boys: Antisocial and Prosocial Configurations

Developmental psychology, 2000-01, Vol.36 (1), p.14-24

2000

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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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Social status and aggressive and disruptive behavior in girls: Individual, group, and classroom influences

Journal of school psychology, 2008-04, Vol.46 (2), p.193-212

2008

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Deviant or Diverse Peer Groups? The Peer Affiliations of Aggressive Elementary Students

Journal of educational psychology, 2002-09, Vol.94 (3), p.611-620

2002

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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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Who do students with mild disabilities nominate as cool in inclusive general education classrooms?

Journal of school psychology, 2006-02, Vol.44 (1), p.67-84

2006

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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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Learning Disabled Students' Detection of Deception

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

Pearl, Ruth

1991

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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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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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Getting Caught in Misconduct: Conceptions of Adolescents With and Without Learning Disabilities

Journal of learning disabilities, 1994-03, Vol.27 (3), p.193-197

1994

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Students' Expectations About Peer Pressure to Engage in Misconduct

Journal of learning disabilities, 1992-11, Vol.25 (9), p.582-585

1992

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Self-Perceived Competence of Secondary School Principals to Serve As School Leaders in Collaborative-Based Educational Delivery Systems

Remedial and special education, 1999-07, Vol.20 (4), p.233-243

1999

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Resisting or acquiescing to peer pressure to engage in misconduct: adolescents' expectations of probable consequences

Journal of youth and adolescence, 1990-02, Vol.19 (1), p.43-55

1990

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

Child Development, 1985, Vol.56 (3), p.735

Pearl, Ruth

1985

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Learning Disabled and Nondisabled Children's Strategy Analyses under High and Low Success Conditions

Learning Disability Quarterly, 1983, Vol.6 (1), p.67

Pearl, Ruth

1983

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

Learning Disability Quarterly, 1982, Vol.5 (2), p.173

Pearl, Ruth

1982

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Education & Educational Research
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Elementary School Students
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Education, Special
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Humans
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Peer Acceptance
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Heterogeneity of Popular Boys: Antisocial and Prosocial Configurations

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

Social status and aggressive and disruptive behavior in girls: Individual, group, and classroom influences

Deviant or Diverse Peer Groups? The Peer Affiliations of Aggressive Elementary Students

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

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

Who do students with mild disabilities nominate as cool in inclusive general education classrooms?

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

Learning Disabled Students' Detection of Deception

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

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

Getting Caught in Misconduct: Conceptions of Adolescents With and Without Learning Disabilities

Students' Expectations About Peer Pressure to Engage in Misconduct

Self-Perceived Competence of Secondary School Principals to Serve As School Leaders in Collaborative-Based Educational Delivery Systems

Resisting or acquiescing to peer pressure to engage in misconduct: adolescents' expectations of probable consequences

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

Learning Disabled and Nondisabled Children's Strategy Analyses under High and Low Success Conditions

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

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