Faculty

Curriculum Vitae (PDF)

Photo of Jill Hamm

Hamm, Jill V.

Professor of Educational Psychology,
Interim Associate Dean for Research and Faculty Development

T: 919.843.7877
F: 919.843.2614
Jill.Hamm@unc.edu
115 Peabody Hall
CB 3500

Overview

Dr. Hamm’s research interests center on early adolescents’ social, behavioral, and academic adjustment, and the role of peer relations in successful school adaptation. She has applied her research findings to the development and testing of professional development programs designed to help middle school teachers create supportive learning environments for their students. Dr. Hamm currently directs or co-directs several research studies that involve creating professional development programs and examining their efficacy and utility for middle school teachers and their students.

One recent project, PEARL (Peers Engaged as Resources in Learning), is a collaborative study with Horizon Research, Inc., designed to provide foundational research on small group learning in mathematics classrooms, bringing together theories and evidence-based practices regarding high quality mathematics education and productive classroom social dynamics. Currently in an early phase, PEARL involves 10 middle and high school math teachers and their students as they engage with small group learning across the school year.

A different project, SEALS (Supporting Early Adolescent Learning and Social Success) is an efficacy study that is a collaboration with colleagues at Virginia Commonwealth University and Penn State. SEALS draws on developmental and educational theories to identify evidence-based practices to help teachers support social, academic, and behavioral adjustment for students. The study is a randomized controlled trial of 26 metropolitan middle schools in three states, involving multi-method, multi-informant data collected from students and teachers over a two-year period. NTACT (Networks of Teachers Affect Children in Transition) is a companion study to SEALS, which investigates teachers’ social networks with colleagues, including their middle school team assignments, as developmental contexts of teachers’ own practice and influence on students. Finally, SEALS II is a follow-up research and development study to SEALS, designed to extend the original SEALS program to 7th and 8th grade teachers and students. This study is in an early phase and currently involves teachers and students in five middle schools.

Dr. Hamm recently completed co-direction of REAL (Rural Early Adolescent Learning, funded by the Institute for Education Sciences), which involved the development and testing of the original SEALS program in 36 rural schools located across the U.S.. She has also directed and co-directed studies funded by the Spencer Foundation and National Science Foundation on the classroom learning and experiences of students’ learning and adjustment in mathematics classrooms.

Educational Background

  • Ph.D. 1996 - University of Wisconsin, Educational Psychology
  • M.S. 1993 - University of Wisconsin, Educational Psychology
  • B.A. 1989 - Wake Forest University, Psychology

Doctoral Program Affiliation(s)

Ph.D. in Education

Research Interests

  • Adolescent Development
  • Peer Relations
  • School-based intervention

Teaching Areas

  • Adolescent Development
  • Educational Psychology

Courses

Honors & Awards

  • 2009, Finalist, C. Felix Harvey Award to Advance Institutional Priorities, University of North Carolina at Chapel Hill
  • 2002, Finalist, William T. Grant Faculty Scholars Competition

Funded Research

  • 2014-2019 PEARL (Peers Engaged as Resources in Learning): A Collaborative Study (with Horizon Research, Inc.). National Science Foundation.
  • 2014-2019 SEALS II. Institute for Education Sciences, U.S. Department of Education
  • 2010-2016 NTACT (Networks of Teachers Affect Children in Transition). William T. Grant Foundation.
  • 2009-2016 SEALS (Supporting Early Adolescent Learning and Social Success). Institute for Education Sciences, U.S. Department of Education
  • 2005-2009 Project REAL (Rural Early Adolescent Learning). Institute for Education Sciences, U.S. Department of Education
  • 2006-2008, The Influences on and Effects of Growth in Mathematics Conceptual Understanding During Middle and High School. Spencer Foundation Major Grant.
  • 2004-2006, The Voices of North Carolina's Youth: A Study of Identity in Geographic Locale. UNC-CH University Research Council Award
  • 2001, A Developmental and Contextual Perspective on Identity and Learning in Reform-Oriented Mathematics Classrooms. National Science Foundation, Research on Learning in Education

Selected Professional Affiliations

  • Society for Research on Adolescence
  • Society for Research on Child Development

Selected Publications

Hoffman, A.S., Hamm, J.V., & Farmer, T.W. (2015). Teacher attunement: Supporting children’s peer experiences in early elementary classrooms. Journal of Applied Developmental Psychology, 39, 14-23.

Norwalk, K.E., Hamm, J.V., & Farmer, T.W. (in press). Improving the social context of early adolescence through teacher attunement to victimization: Effects on school belonging. Journal of Early Adolescence.

Hamm, J.V., Farmer, T.W., Lambert, K., & Gravelle, M. (2014). Enhancing peer cultures of effort and achievement in early adolescence: Benefits of the SEALS program. Developmental Psychology, 50, 216-228.

Hamm, J.V., Lambert, K., Agger, C.A., & Farmer, T.W. (2013). Promotive peer contexts of schooling adjustment for rural African American early adolescents. American Journal of Orthopsychiatry, 83, 278-288.

Hamm, J.V., Farmer, T.W., Dadisman, K., & Gravelle, M. (2011). Teachers’ knowledge of classroom social dynamics and students’ perceptions of the classroom social ecology following the transition into middle school. Journal of Applied Developmental Psychology, 32(5), 267-277.

Hamm, J.V., Schmid, L., Farmer, T.W., & Locke, B.L. (2011). The influences of descriptive and injunctive norms on rural American early adolescents’ academic adjustment. Journal of Early Adolescence, 31, 41-73.

Hamm, J.V., Farmer, T.W., Robertson, D.R., Dadisman, K., Meece, J.L., & Song, S.Y. (2010). Effects of a developmentally-based intervention with teachers, on Native American and White early adolescents in rural schools. Journal of Experimental Education, 78(3), 1-26.

Hamm, J.V. & Faircloth, B.S. (2005). The peer ecology of mathematics classroom belonging. Journal of Early Adolescence, 25, 345-366.

Hamm, J.V., Brown, B.B., & Heck, D.J. (2005). Bridging the ethnic divide: Student and school characteristics in African American, Asian American, European American, and Latino adolescents’ cross-ethnic friend nomination. Journal of Research on Adolescence. 15(1), 21-46.

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