Responsive Classroom Efficacy Study

Merritt, E., Rimm-Kaufman, S. E., Berry, R. Q., Walkowiak, T., Ottmar, E. M. (2010). A reflection framework for teaching mathematics. Teaching Children Mathematics, 17(4), 238-248.

Other papers forthcoming.

Mathematics Learning Study

Papers forthcoming.

Early Learning Study

Brock, L. L., Rimm-Kaufman, S. E. & Nathanson, L. (2009). The contributions of ‘hot’ and ‘cool’ executive function to children’s academic achievement and learning-related behaviors, and engagement in kindergarten.  Early Childhood Research Quarterly, 24(3), 337-349.

Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009).  Teacher-child interactions and children’s achievement trajectories across kindergarten and first grade.  Journal of Educational Psychology, 101(4), 912-925.

Nathanson, L., Rimm-Kaufman, S.E., & Brock, L.L. (2009). Kindergarten adjustment difficulty: The Contribution of children’s effortful control and parental control. Early Education and Development, 20(5), 775-798.

Ponitz, C. C., Rimm-Kaufman, S. E., Brock, L. L. & Nathanson, L. (2009).  Early adjustment, gender differences, and classroom organizational climate in first grade.  The Elementary School Journal, 110(2), 142-162.

Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W. (2009). Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review, 38, 102-120.

Rimm-Kaufman, S. E., Curby, T., Grimm, K., Nathanson, L., & Brock, L. (2009).  The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.  Developmental Psychology, 45(4), 958-972.

The Social and Academic Learning Study on the Responsive Classroom approach

Brock, L. L., Nishida, T. K., Chiong, C. & Grimm, K. J., & Rimm-Kaufman, S. E. (2008).  Children’s perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach. Journal of School Psychology, 46, 129-149.

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.

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.

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.

Rimm-Kaufman, S. E., Storm, M. D., Sawyer, B. E., 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, 141-165.

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.

Other Recent Papers from the Social Development Lab

Rimm-Kaufman, S. E. & Hamre, B. (2010).  The role of psychological and developmental science in efforts to improve teacher quality.  Teacher College Record, 112(12), 2988-3023.

Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Introduction to the special issue on data-based investigations of the quality of preschool and early child care environments. Early Education and Development, 20, 201-210.

Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107-120.

Curby, T. W., Rudasill, K. M., Rimm-Kaufman, S. E., & Konold, T. R. (2008).  The role of social competence in predicting gifted enrollment.  Psychology in the Schools, 45(8), 1-16.

Decker, L. & Rimm-Kaufman, S. E. (2008).  Personality characteristics and teacher beliefs among pre-service teachers.  Teacher Education Quarterly, 35(2), 45-64.

Gregory, A. & Rimm-Kaufman, S. E.  (2008). Positive mother-child interactions in kindergarten: Predictors of school success in high school.  School Psychology Review, 37(4), 499-515.

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., 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 kindergarten classrooms.  Elementary School Journal, 105(4), 377-394.

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(3), 151-162.

Early, D. M., Rimm-Kaufman, S. E., Cox, M. J., Saluja, G., Pianta, R. C., Bradley, R. H., &  Payne, C. C. (2002).  Maternal sensitivity and child wariness in the transition to kindergarten.  Parenting: Science and Practice, 2(4), 355-377.

Rimm-Kaufman, S. E., Early, D. M., 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(5), 491-511.

Rimm-Kaufman, S. E. & Pianta, R. C., Cox, M. J. (2000).  Teachers’ judgments of problems in the transition to kindergarten.  Early Childhood Research Quarterly, 15(2), 147-166.