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. 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: 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: 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