Publications

Connect Science Efficacy Study

Rimm-Kaufman, S. E. & Merritt, E. G. (2019). Let’s Power Our Future: Integrating science and social and emotional learning improves collaborative discourse and science understanding. Science and Children, 57(1), 52-60. Paper, CS Lessons

Merritt, E. G., Bowers, N., & Rimm-Kaufman, S. E. (2019). Making connections: Elementary students’ ideas about electricity and energy resources. Renewable Energy, 138, 1078-1086. PDF

Mathematics Learning Study

Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A. A., Curby, T. W., & Abry, T. (2014, July 28). To What Extent Do Teacher–Student Interaction Quality and Student Gender Contribute to Fifth Graders’ Engagement in Mathematics Learning?. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/a0037252 PDF

Griggs, M. S., Rimm-Kaufman, S. E., Merritt, E. G., & Patton, C. L. (2013, July 29). The Responsive Classroom Approach and Fifth Grade Students’ Math and Science Anxiety and Self-Efficacy. School Psychology Quarterly. Advance online publication. doi:10.1037/spq0000026 PDF

Responsive Classroom Efficacy Study

Rimm-Kaufman, S. E., Larsen, R. A. A., Baroody, A.E., Curby, T.W., Ko, M., Thomas, J.B., Meritt, E.G., Abry, T., & DeCoster, J. (2014). Efficacy of the Responsive Classroom Approach: Results from a 3-Year, Longitudinal Randomized Controlled Trial. American Educational Research Journal, 51(3), 567-603. doi: 10.3102/0002831214523821 PDF

Walkowiak, T. A., Berry III, R. Q., Meyer, J. P., Rimm-Kaufman, S. E., & Ottmar, E. R. (2013). Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability. Educational Studies in Mathematics, 85, 109-128. doi: 10.1007/s10649-013-9499-x PDF

Abry, T., Rimm-Kaufman, S.E., Larsen, R. A., & Brewer, A. J. (2013). The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach. Journal of School Psychology 51(4): 437-453. Retrieved from: http://www.sciencedirect.com/science/article/pii/S0022440513000241 PDF

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. Retrieved from: http://www.sciencedirect.com/science/article/pii/S0022440513000617 PDF

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.  PDF

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. 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. Abstract (Posted with permission from Teaching Children Mathematics, copyright 2010 by the National Council of Teachers of Mathematics. All rights reserved.)

Hulleman, C. S., Rimm-Kaufman, S. E., Abry, T. (2012). Innovative methodologies to explore implementation. Whole-Part-Whole: Construct validity, measurement, and analytical issues for intervention fidelity assessment in educational research. Halle, T. G., Metz, A. J., & Martinez-Beck, I. (Eds.) Applying implementation science in childhood settings. Baltimore, MD: Brookes.

Early Learning Study

Rimm-Kaufman, S. E. & Wanless, S. B. (2012). An ecological perspective to understanding the early development of self-regulatory skills, social skills, and achievement. In R. C. Pianta (Ed.), Handbook of Early Childhood Development, (pp. 299-323). New York: The Guilford Press.

Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Cameron, C., & Peugh, J. (2012). The contribution of teachers’ emotional support to children’s social behaviors and self-regulatory skills in first grade. School Psychology Review, 41(2), 141-159. Abstract

Ponitz, C. & Rimm-Kaufman, S. E. (2011). Contexts of Reading Instruction: Implications for Literacy Skills and Kindergarteners’ Behavioral Engagement. Early Childhood Research Quarterly, 26, 157-168. Abstract

Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (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., 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

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

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

The Social and Academic Learning Study on the Responsive Classroom Approach

McTigue, E. M., Rimm-Kaufman, S. E. (2011). The Responsive Classroom approach and its implications for improving reading and writing. Reading & Writing Quarterly: Overcoming Learning Difficulties, 27(1), 5-24. 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

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

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

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

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. Abstract

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. Abstract

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. Abstract

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. 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

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

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. 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., 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. Abstract

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. Abstract

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. Abstract

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. Abstract

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. Abstract