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Direct linkBanse, Holland W.; Curby, Timothy W.; Palacios, Natalia A.; Rimm-Kaufman, Sara E. – Teachers College Record, 2018
Background: Teaching is comprised of interconnected practices. Some practices are domain neutral (DN), or independent of a content area. Examples of DN practices include emotional and instructional support and classroom organization. Others are domain specific (DS), or content dependent. Within a mathematics context, examples of DS practices…
Descriptors: Grade 5, Mathematics, Mathematics Teachers, Mathematics Instruction
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
