Education

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

Areas of Expertise

  • Adolescent Development
  • Peer Relations
  • School-based Intervention
  • Informal Learning Environments

Research

Hamm’s research interests center on the role of peer relationships in adolescents’ adjustment. She has applied her research findings to the development and testing of professional learning programs designed to help middle and high school teachers create supportive learning environments for their students. The primary focus of her current work is peer collaboration in mathematics and evidence-based strategies for educators to help students engage in productive collaborative learning. Her current research has shifted to include informal learning environments, as well as classroom and school settings. Her research has been funded by the National Science Foundation (NSF), the Institute for Education Sciences (IES; U.S. Department of Education), the William T. Grant Foundation, and the Spencer Foundation.

Hamm has three funded research projects at present. Hamm is Principal Investigator of CASCADE (Collaborative Research: Simulations in Mathematics Collaborative Activities in STEM Careers for Adolescent Engagement), a collaborative study with Horizon Research, Inc., funded by NSF, to develop and test an interactive simulation that enables teens from groups historically underrepresented in STEM fields to practice collaborative skills while learning about careers that involve mathematics, and the stories of professionals from backgrounds historically underrepresented in STEM who have succeeded in these fields. As Co-Principal Investigator of Hidden No More: Shedding Light on Science Stories in the Shadows — funded by NSF and led by the UNC Morehead Planetarium and Science Center — she is studying adolescents’ engagement with and learning from interactive, multimedia museum exhibits based on the research of past and current scientists from groups historically underrepresented in STEM fields, whose work involves innovations in the study of light. Finally, as Co-Principal Investigator on a project funded by IES and led by Desiree Murray at UNC-Chapel Hill, Hamm has extended her research on helping middle school teachers support healthy classroom social dynamics, contributing to development and testing of a curriculum to aid school counselors in supporting students’ self-regulation.

  • EDUC 825, Development and Learning
  • EDUC 532, Human Development and Learning
  • EDUC 990, Supervised Research
  • EDUC 994, Doctoral Research and Dissertation
  • EDUC 993, Master’s Research and Thesis
  • EDUC 403, Families and Communities in Diverse Contexts for Children
  • EDUC 796B, Independent Study Doctoral Level
  • EDUC 881, Seminar in Human Development and Individual Differences
  • EDUC 865, College Teaching Internship
  • EDUC 806, Seminar in Applied Developmental Sciences and Special Education
  • EDUC 696, Independent Study Doctoral Level
  • EDUC 466, Planning for Teaching in the Middle Grades
  • EDUC 467, Planning for Teaching in the Middle Grades Lab

“Integrating Mindfulness Into School Counseling to Enhance Resilience for Adolescents in the Context of Stress”, Hamm, J., Co-Principal Investigator; Institute for Education Sciences, $2,000,000. (January 1, 2023 – December 31, 2025).

“Hidden No More: Shedding Light on Science Stories in the Shadows “; National Science Foundation (NSF), $898,202. (September 1, 2019 – August 31, 2025).

“Collaborative Research: Developing and Testing Innovations: Simulations in Mathematics Collaborative Activities in STEM Careers for Adolescent Engagement (SimCASCADE)”, Hamm, J., Lead Principal Investigator; Martinez, R., Co-Principal Investigator; Hubal, R., Co-Principal Investigator; National Science Foundation (NSF), $812,187. (July 1, 2021 – June 30, 2025).

“Hidden No More: Shedding Light on Science Stories in the Shadows”, Boyette, T., Lead Principal Investigator; Anderson, J., Co-Principal Investigator; Hamm, J., Co-Principal Investigator; NSF, $2,861,646. (September 1, 2019 – August 31, 2024).

“Collaborative Activities in STEM Careers for Adolescent Engagement (CASCADE) Data Science Supplement”, Hamm, J., Lead Principal Investigator; National Science Foundation, $114,624. (March 1, 2023 – June 30, 2024).

“A virtual interactive environment for learning science”, Hamm, J., Lead Principal Investigator; Anderson, J., Co-Principal Investigator; UNC-CH – SOE, $19,810. (June 1, 2019 – December 31, 2020).

“Collaborative Research: PEARL: Peers Engaged As Resource”, Hamm, J., Lead Principal Investigator; NSF, $771,540. (October 1, 2014 – September 30, 2020).

“Promoting Self-Regulation to Enhance Social, Behavioral, and Academic Adjustment in Middle School”, Murray, D., Lead Principal Investigator; Hamm, J., Co-Principal Investigator; DOED, $1,391,726. (July 1, 2017 – June 30, 2020).

“North Carolina LiteracyCorps”, Hamm, J., Lead Principal Investigator; NCLC, $257,960. (August 1, 2018 – October 31, 2019).

Journal Article

Babinski, L., Murray, D. W., & Hamm, J. (2023). Self-regulation challenges and supports in middle level education: Health education teachers’ and school counselors’ views. Research on Middle Level Education (RMLE Online), 46(6), 1–16. https://doi.org/10.1080/19404476.2023.2204780

Dawes, M. C., Starrett, A., Norwalk, K., & Hamm, J. (2023). Student, Classroom, and Teacher Factors Associated with Teacher Attunement to Bullies and Victims. Social Development, 32(3), 922–933. https://doi.org/10.1111/sode.12669

Farmer, T. W., Serpell, Z., Scott, L., Brooks, D. S., & Hamm, J. (2022). The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism. Journal of Emotional and Behavioral Disorders, 30(2). https://doi.org/10.1177/10634266211068892

Marraccini, M., Hamm, J., & Farmer, T. W. (2022). Changes in African American and Latinx Students’ Perceived Ethnic–Racial Discrimination During the Middle School Transition Year. Journal of Early Adolescence, 42(3), 327–358. https://doi.org/10.1177/02724316211036745

Hamm, J., Lambert, K., Little, T. D., Farmer, T. W., & Harris, M. V. (2021). A longitudinal investigation of relational supports of sixth-grade teachers’ individual and collective efficacy. Elementary School Journal, 122(2), 141–164.

Farmer, T. W., Sterrett, B., Norwalk, K., Chen, C., Dawes, M. C., Hamm, J., & Lee, D. L. (2021). Supporting the inclusion of socially vulnerable adolescents: Theory and illustrations of the BASE model. Frontiers in Education, 5:587174.

Norwalk, K. E., Dawes, M. C., H., Hamm, J. V., & Farmer, T. (2021). Heterogeneity of social marginalization in early adolescence: Longitudinal associations with behavioral and social adjustment. Journal of Youth and Adolescence, 50(11), 2123–2135. https://doi.org/10.1007/s10964-021-01457-5

Dawes, M., Sterrett, B., Norwalk, K., Farmer, T. W., & Hamm, J. (accepted). The social struggles of middle school students: Perspectives from teachers. Social Psychology of Education.

Chen, C., Farmer, T. W., Hamm, J., Lee, D. L., Brooks, D., Norwalk, K. E., Lambert, K., Dawes, C., B., & K. (2020). Emotional and behavioral risk configurations, students with disabilities, and perceptions of the middle school ecology. Journal of Emotional and Behavioral Disorders, 28, 180–192.

Hoffman, A. S., Hamm, J. V., Lambert, K., & Meece, J. (2020). Peer-Collaborator Preferences of African American and White Sixth-Graders in Mathematics Classrooms. Journal of Experimental Education, 88, 559–577. https://doi.org/10.1080/00220973.2019.1615857

Dawes, M. C., Farmer, T. W., Hamm, J. V., Lee, D. L., Norwalk, K. E., Sterrett, B., & Lambert, K. (2020). Creating supportive contexts for early adolescents during the first year of middle school: Impact of a developmentally-responsive multi-component intervention. Journal of Youth and Adolescence, 49, 1447–1463. https://doi.org/10.1007/s10964-019-01156-2

Norwalk, K., Hamm, J., & Farmer, T. W. (2020). Improving middle school teachers’ self-reported use of social dynamics management practices. (M. C. Dawes, Trans.). Journal of Applied School Psychology, 1–18. https://doi.org/10.1080/15377903.2020.1799129

Dawes, M. C., Norwalk, K. E., Chen, C., Hamm, J. V., & Farmer, T. W. (2019). Teachers’ Perceptions of Self- and Peer-Identified Victims. School Mental Health, 11(4), 819–832. https://doi.org/10.1007/s12310-019-09329-x

Farmer, T. W., Hamm, J. V., Dawes, M. C., Barko-Alva, K., & Cross, J. R. (2019). Promoting inclusive communities in diverse classrooms: Teacher attunement and social dynamics management. Educational Psychologist. Published. https://doi.org/10.1080/00461520.2019.1635020

Heck, D. J., Hamm, J. V., Dula, J., Hoover, P., & Hoffman, A. S. (2019). Supporting small group work with mathematically-meaningful roles. Mathematics Teaching in the Middle School, 24(7).

Chen, C., Farmer, T. W., Hamm, J. V., Lee, D. L., Brooks, D. S., Norwalk, K., Lambert, K., Dawes, M. C., Sterrett, B. C., & Rizzo, K. (2019). Emotional and behavioral risk configurations, students with disabilities, and perceptions of the middle school ecology. Journal of Emotional and Behavioral Disorders. Published. https://doi.org/10.1177/1063426619866829

Farmer, T. W., Hamm, J. V., Lee, D., Sterrett, B., & Hoffman, A. S. (2018). Directed consultation and supported professionalism: Promoting adaptive evidence-based practice in rural schools. Rural Special Education Quarterly, 37(3), 164–175.

Farmer, T. W., Lee, D. L., Brooks, D. S., Chen, C., Moates, M., & Hamm, J. V. (accepted). Management of behavioral dynamics in general education classrooms. Journal of Evidence-based Practices for Schools.

Williams, J. L., & Hamm, J. V. (2018). Peer group ethnic diversity and social competencies in youth attending rural middle schools. Journal of Early Adolescence. Published. https://doi.org/10.1177/0272431617699945

Heck, D. J., Hamm, J. V., Porter, J., Hoover, P., & Hoffman, A. S. (accepted). Supporting small group work with mathematically-meaningful roles. Mathematics Teaching in the Middle Grades.

Farmer, T. W., Dawes, M. C., Hamm, J. V., Hoffman, A. S., & Brooks, D. S. (2017). Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education. Remedial and Special Education. Published.

Dawes, M., Chen, C. C., Hamm, J. V., & Farmer, T. W. (2017). Self- and peer-identified victims in 5th grade classrooms: Differences in perceptions of the school ecology and adjustment. Journal of Youth & Adolescence, 1–16. https://doi.org/10.1007/s10964-017-0688-2

Norwalk, K. E., Hamm, J. V., & Farmer, T. W. (2016). Improving the social context of early adolescence through teacher attunement to victimization: Effects on school belonging. Journal of Early Adolescence, 36(7), 989–1009.

Farmer, T. W., Chen, C. C., Hamm, J. V., Moates, M. M., Mehtaji, M., Lee, D., & Huneke, M. R. (published). Supporting teachers’ management of middle school social dynamics: The scouting report process. Intervention in School and Clinic, 52(2), 67–76.

Farmer, T. W., Chen, C. C., Hamm, J. V., Moates, M. M., Mehtaji, M., & Lee, D. L. (2016). Supporting teachers’ management of middle school social dynamics: The scouting report process. Intervention in School and Clinic. Published. https://doi.org/DOI: 10.1177/1053451216636073

Hume, K., Boyd, B. A., Hamm, J., & Kucharczyk, S. (2014). Supporting Independence in Adolescents on the Autism Spectrum. Remedial and Special Education, 35(2), 102–113. https://doi.org/10.1177/0741932513514617

Book Chapter

Hamm, J., & Hoffman, A. S. (2023). Assigning Adolescents to Work Partners: Leveraging Classroom Social Dynamics to Promote Engagement and Learning, and Minimize Unproductive Behaviors. In M. Jones (Ed.), Peer Relationships in Classroom Management: Evidence and Interventions for Teaching (pp. 61–76). Routledge.

Hamm, J., & Hoffman, A. S. (2022). Assigning Adolescents to Work Partners: Leveraging Classroom Social Dynamics to Promote Engagement and Learning, and Minimize Unproductive Behaviors. In M. H. Jones (Ed.), Peer Relationships in Classroom Management: Evidence and Interventions for Teaching. Martin H. Jones (Ed).. Routledge.

Farmer, T. W., & Hamm, J. (2021). Rural tiered systems of adapted support: A person-in-context, place-based perspective. In Bloomsbury Handbook of Rural Education in the USA. In A. Azano, C. K. Eppley, & C. Biddle (Eds.). Bloomsbury.

Hamm, J., Granger, K., & Van Acker, R. (2020). Classroom peer ecologies and cultures, and students with EBD: Social dynamics as setting events for intervention. In T. W. Farmer, E. M. Farmer, M. Conroy, & K. (Eds.), Handbook of Research on Emotional & Behavioral Disabilities: Interdisciplinary Developmental Perspectives on Children and Youth.. Routledge.

Farmer, T. W., & Hamm, J. V. (2016). Promoting supportive contexts and individual strengths for minority youth in low-resource rural communities: Directed consultation and the scouting report approach. In L. Crockett & G. Carlo (Eds.), Rural Ethnic Minority Youth and Families in the United States: Theory, Research, and Applications (pp. 247–265). Springer.

Hamm, J. V., Hoffman, A., Wentzel, K., & Ramani, G. (2016). Teachers’ influence on students’ peer relationships and peer ecologies. In Handbook of Social Influences on Social-Emotional, Motivation, and Cognitive Outcomes in School Contexts. Taylor & Francis.

Conference Proceeding

Lim, S. N., Anderson, J., & Hamm, J. (2025). Gestures and Overt Behaviors as Windows into Cognitive Engagement: Exploring Embodied Engagement in an Interactive Science Museum Exhibit. Proceedings of the Society of Instructional Technology and Teacher Education (SITE) 2025, 2025. http://site.aace.org/conf/

Heck, D. J., Hamm, J., & Dula, J. (2023). Practicing mathematics collaboration in STEM careers. Proceedings of the Forty-fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1, 154–155.

Hamm, J., Martinez, R., & Heck, D. J. (2023). Using BIPOC STEM Professionals’ career stories to promote engagement and equity. Proceedings of the Forty-fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1, 1076–1077.

Anderson, J., Hamm, J., & Ramsey, R. (2022). Scaffolding a Science Museum Exhibit through SignagePro. Proceedings of the Society for Information Technology and Teacher Education International Conference, 951–959. https://www.learntechlib.org/primary/p/220836/

Ramsey, R., Mao, M., Anderson, J., & Hamm, J. (2021). Museum-based Virtual Reality and Middle Schoolers Interest and Engagement in Science. Proceedings of SITE Interactive Conference, 341–346. https://www.learntechlib.org/primary/f/220216/

Hamm, J., Hoffman, A. S., Lambert, K., & Heck, D. J. (2018). Framing the social dynamics of small group work in adolescence as peer cultures of effort and achievement. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, 42.

Heck, D. J., Hoover, P., Dula, J., & Hamm, J. (2018). Mathematics discourse in small groups. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education., 42, 10.

Professional

  • Editorial Review Board Member, Journal of Applied Developmental Psychology. (2013 – 2023).
  • Chairperson, Institute for Education Sciences, DC. (January 2020 – February 2020).
  • Reviewer/Referee, Institute for Education Sciences. (May 2019 – June 2019).
  • Reviewer/Referee, Cultural Diversity and Ethnic Minority Psychology. (May 2019).
  • Principal Member, Institute for Education Sciences, Social and Behavioral Sciences Scientific Review Panel. (2015 – 2018).
  • Reviewer/Referee, Psychology in Mathematics Education International. (February 2018 – April 2018).
  • Reviewer/Referee, National Science Foundation. (February 2018 – March 2018).
  • Editorial Review Board Member, Journal of Educational Psychology. (January 1, 2017 – December 31, 2017).
  • Reviewer/Referee, Contemporary Educational Psychology. (January 1, 2017 – December 31, 2017).
  • Reviewer/Referee, William T Grant Foundation. (January 1, 2017 – December 31, 2017).

University

  • Search Committee Member, Learning Sciences search. (September 2023 – December 2023).
  • Supervisor, Evaluation and Quantitative Methods Staff (Xumei Fan). (June 2023 – December 2023).
  • Advisory Board Member, UNC Rural. (January 1, 2023 – December 31, 2023).
  • oversaw APT process. (2023).
  • oversaw Post-tenure Review. (2023).
  • Oversaw Research Activities. (2023).
  • Supervisor, Research Development Manager (Danielle Hoffman). (January 2023 – December 31, 2023).
  • Mentor, Research mentor, Robert Martinez. (June 15, 2017 – December 31, 2023).
  • Search Committee Member, Evaluator and Quantitative Methods staff member. (March 2023 – June 2023).
  • Supervisor, Statistician (Kyle Nickodem). (January 2023 – June 2023).
  • HR search, search for HR staff. (January 2023 – May 2023).
  • search committee member, Quant Mtd/Evaluator Search. (January 2023 – May 2023).
  • search committee member, PreAward Administrator (second search). (October 2022 – January 2023).
  • Search Committee Chair, Faculty Search – Research Scientist. (August 2022 – December 2022).
  • search committee member, Kara Hume’s intervention specialist. (2022).
  • Junior Faculty Mentor. (2017 – 2022).
  • search committee chair, search for CCA Director/P12 Partnership. (June 2022 – August 2022).
  • Search Committee Chair, PreAward Administrator (first time round). (March 2022 – May 2022).
  • Search Committee Chair, Search for Research Development Manager. (January 2022 – April 2022).
  • Peer observer for Janice Anderson. (2020 – 2021).
  • Search committee member, Ellen P-F’s 2 project managers. (November 2020 – December 2020).
  • Member, APT Committee. (March 2017 – July 2020).
  • Search Committee Member, Statistican search. (April 2020 – May 2020).
  • Search committee member, CCEE Director search. (March 2020 – May 2020).
  • Search Committee Chair for Special Opportunity Hire (Dionne Cross). (January 2020 – February 2020).
  • Member, Post-tenure Review Committee. (January 1, 2017 – July 31, 2019).
  • Member, Promotion & Tenure Task Force (Provost Office). (January 2019 – June 2019).
  • Chair, Faculty Search Committee, SoE. (August 2018 – December 2018).
  • Member, APT Sub-committee for Harriet Able, UNC-CH SoE. (April 2018 – December 2018).
  • Member, APT Sub-committee for Thad Domina, UNC-CH SoE. (April 2018 – December 2018).
  • Mentor, Research Mentor, Marisa Marraccini. (August 15, 2017 – December 31, 2018).
  • Member, Transition Committee, Center for Developmental Science. (August 2017 – December 2018).
  • Chair, PTR Committee for Cheryl Bolick, UNC-CH SoE. (February 2018 – April 2018).
  • Chair, PTR Committee for Dana Griffin, UNC-CH SoE. (February 2018 – April 2018).
  • Member, Search Committee, Assoc Dir of Research, Center for Faculty Excellence. (November 2017 – February 2018).
  • Search Committee Chair, HDFS Searches. (August 1, 2017 – December 31, 2017).
  • Chair, Subcommittee, Tenure-promotion subcommittee for Kelly Ryoo. (April 1, 2017 – December 7, 2017).
  • Member, Faculty Activity Reporting. (May 2017 – September 2017).
  • Member, Chancellor’s New Learning Imperative. (April 25, 2017 – July 31, 2017).
  • Search Committee Member, School Psychology Search. (January 1, 2017 – April 15, 2017).
  • Executive Committee, Center for Developmental Science. (2012 – December 2016).
Download CV