Past Work

The Social and Academic Learning Study is a three year, quasi-experimental, longitudinal study examining the contribution of the Responsive Classroom Approach on teachers’ beliefs and attitudes as well as children’s social and academic outcomes. Data were gathered between the years of 2001-2004. The data collection is complete and the final papers are available in journals or upon request. A summary of the Social and Academic Learning Study can be found at: As part of this work, our team developed the Teacher Belief Q-Sort (TBQ). Contact the Social Development lab at jbt4u (at) virginia (dot) edu for an account to use the electronic version or for a copy of the paper version. This work was funded by the DuBarry Foundation and served as the predecessor for RCES.

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