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Direct linkPanayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M.; McMahon, Léan; Vanlaar, Gudrun; Pfeifer, Michael; Rekalidou, Galini; Bren, Matevž – Educational Assessment, Evaluation and Accountability, 2014
This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning,…
Descriptors: Teacher Behavior, Academic Achievement, Achievement Gains, Models
Rimm-Kaufman, Sara E.; Larsen, Ross A. A.; Baroody, Alison E.; Curby, Timothy W.; Ko, Michelle; Thomas, Julia B.; Merritt, Eileen G.; Abry, Tashia; DeCoster, Jamie – American Educational Research Journal, 2014
This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at…
Descriptors: Longitudinal Studies, Classroom Environment, Classroom Techniques, Academic Achievement
Brock, Laura L.; Nishida, Tracy K.; Chiong, Cynthia; Grimm, Kevin J.; Rimm-Kaufman, Sara E. – Journal of School Psychology, 2008
This study examines the contribution of the "Responsive Classroom" (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between…
Descriptors: Structural Equation Models, Standardized Tests, Academic Achievement, Grade 3
