Several of our recent papers may be of interest to teachers interested in scientifically-based practice.

For brief summaries of research findings from the Responsive Classroom Efficacy Study, please see:

  • Curby, T.W., Rimm-Kaufman, S.E., & Abry, T. (2013) Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology 51(5): 557-569. (Research Brief)
  • Wanless, S.B., Patton, C.S., Rimm-Kaufman, S.E., Deutsch, N.L. (2013). Setting-level influences on implementation of the Responsive Classroom approach. Prevention Science 14(1):40-51. (Research Brief)
  • Ottmar, E.R., Rimm-Kaufman, S.E., Berry, R.Q., & Larsen R.A. (2013). The Responsive Classroom Approach Increases the Use of Standards-Based Mathematics Teaching Practices. (Research Brief)

For teachers of young children, we recommend:

  • Brock, L. L. & Rimm-Kaufman, S. E. (2006). Children’s self-regulation and school readiness: the transition to kindergarten. Children and Families: The Magazine of the National Head Start Association, 20(1), 42-48.
  • Rimm-Kaufman, S. E. (2005). Preparing for the transition to kindergarten: A developmental perspective. Children and Families: The Magazine of the National Head Start Association, 19(3), 58-64.

For teachers of elementary school children, we recommend:

  • Rimm-Kaufman, S. E. (2006). Social and academic learning study on the contribution of the Responsive Classroom approach. Turner Falls, MA: Northeast Foundation for Children. (Full Text PDF)
  • 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. (Full Text PDFPosted with permission from Teaching Children Mathematics, copyright 2010 by the National Council of Teachers of Mathematics. All rights reserved.)

For more information for teachers of students of all ages, please see: