Dr. Hamm is a Professor and Associate Dean of Research and Faculty Development in the School of Education at the University of North Carolina at Chapel Hill. She was Co-PI of Project REAL (NRCRES) and has been PI of several federal and foundation-funded studies that focus on leveraging classroom social processes to support academic engagement, particularly in math classrooms. In several articles, appearing in journals including Developmental Psychology, Journal of Experimental Education, and Journal of Applied Developmental Psychology, she has demonstrated how the Supporting Early Adolescent Learning and Social Success (SEALS) program benefits rural youths' achievement, peer relationships, and schooling adjustment. In articles published in the Journal of Early Adolescence and the American Journal of Orthopsychiatry, she has also demonstrated how peer group affiliations of rural youth are associated with positive academic outcomes, specifically for rural African American teens in the deep South.
Dr. Hamm is a Professor and Associate Dean of Research and Faculty Development in the School of Education at the University of North Carolina at Chapel Hill. She was Co-PI of Project REAL (NRCRES) and has been PI of several federal and foundation-funded studies that focus on leveraging classroom social processes to support academic engagement, particularly in math classrooms. In several articles, appearing in journals including Developmental Psychology, Journal of Experimental Education, and Journal of Applied Developmental Psychology, she has demonstrated how the Supporting Early Adolescent Learning and Social Success (SEALS) program benefits rural youths' achievement, peer relationships, and schooling adjustment. In articles published in the Journal of Early Adolescence and the American Journal of Orthopsychiatry, she has also demonstrated how peer group affiliations of rural youth are associated with positive academic outcomes, specifically for rural African American teens in the deep South.
