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. Abstract

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. Abstract

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. Abstract

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. Abstract

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.Abstract

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. Abstract

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

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. Abstract

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. Abstract

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. Abstract

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.