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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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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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Some dangers of using personality questionnaires to study personality

Psychological bulletin, 1982-11, Vol.92 (3), p.572-580

1982

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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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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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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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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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On the validity of inferences about personality constructs: A response to Friedman and Spence and Helmreich

Psychological bulletin, 1983-07, Vol.94 (1), p.188-189

1983

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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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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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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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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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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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Heterogeneity of Popular Boys: Antisocial and Prosocial Configurations

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

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

Some dangers of using personality questionnaires to study personality

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

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

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

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

Learning Disabled Students' Detection of Deception

On the validity of inferences about personality constructs: A response to Friedman and Spence and Helmreich

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

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

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

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

Self-concepts and locus of control of learning disabled children

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