Downer, J. T., Rimm-Kaufman, S. E. & Pianta, R. C. (2007). How do classroom conditions and children’s risk for school problems contribute to children’s engagement in learning? School Psychology Review, 36, 413- 432.

Rimm-Kaufman, S. E., Fan, X., Chiu, Y. I., & You, W. (2007). The contribution of the Responsive Classroom approach on children’s academic achievement: Results from a three year longitudinal study. Journal of School Psychology, 45, 401-421. Abstract

Rimm-Kaufman, S. E. & Chiu, Y. I. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach. Psychology in the Schools, 44(4), 397-413. Abstract

Sawyer, B. E. & Rimm-Kaufman, S. E. (2007). Teacher collaboration in the context of the Responsive Classroom approach. Teachers and Teaching: Theory and Practice, 13(3), 211-245. Abstract

La Paro, K. M., Rimm-Kaufman, S. E. & Pianta, R. C. (2006). Kindergarten to first grade: Classroom characteristics and children’s experiences. Journal of Research in Childhood Education, 21(2), 189-202.

Rudasill, K. M., Rimm-Kaufman, S. E., Justice, L. M., & Pence, K. (2006). Temperament and language skills as predictors of teacher-child relationship quality in preschool. Early Education and Development, 17(2), 271- 291.

Rimm-Kaufman, S. E., Storm, M., Sawyer, B., Pianta, R. C., & La Paro, K. M. (2006). The Teacher Belief Q- Sort: A measure of teachers’ priorities and beliefs in relation to disciplinary practices, teaching practices, and beliefs about children. Journal of School Psychology, 44 (2), 141-165. Abstract

Rimm-Kaufman, S. E. & Zhang, Y. (2005). Father-school communication in preschool and kindergarten. School Psychology Review, 34 (3), 287-308.

Rimm-Kaufman, S. E. & Kagan, J. (2005). Infant predictors of kindergarten behavior: The contribution of inhibited and uninhibited temperament type. Behavioral Disorders, 30 (4), 329-345.

Rimm-Kaufman, S. E., La Paro, K. M., Downer, J. T., & Pianta, R. C. (2005). The Contribution of classroom setting and quality of instruction to children’s behavior in the kindergarten classroom. Elementary School Journal, 105 (4), 377-394.

Rimm-Kaufman, S. E., & Pianta, R. C. (2005). Family-school communication in preschool and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16 (3), 287-316.

Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary-grade teachers’ self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the Responsive Classroom Approach. Elementary School Journal, 104 (4), 321-341.

Rimm-Kaufman, S. E., Pianta, R. C., Cox, M., & Bradley, R. (2003). Teacher-rated family involvement and children’s social and academic outcomes in kindergarten. Early Education and Development, 14, 179-198.

Rimm-Kaufman, S. E., Voorhees, M. D., Snell, M. E., & La Paro, K. M. (2003). Improving the sensitivity and responsivity of preservice teachers toward young children with disabilities. Topics in Early Childhood Special Education, 23, 151-162.

Rimm-Kaufman, S. E., Early, D., Cox, M., Saluja, G., Pianta, R., Bradley, R. & Payne, C. (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23, 451-470.

Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on children’s transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511.

Rimm-Kaufman, S. E. & Pianta, R., Cox, M. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147-166.