Social and Academic Learning Study


About the Project

The Social and Academic Learning Study was a three year, quasi-experimental, longitudinal study examining the contribution of the Responsive Classroom Approach on teachers’ beliefs and attitudes as well as children’s social and academic outcomes.

Data were gathered between the years of 2001-2004. The data collection is complete and the final papers are available in journals or upon request.

The Funding

This work was funded by the DuBarry Foundation and served as the predecessor for RCES.