Curry School of Education

Education

• Ph.D., Harvard University, 1996
• M.A., Harvard University, 1993
• B.S., University of Wisconsin-Madison, 1990

Personal Statement

I conduct research on classroom social interactions and their influence on children’s social and academic growth in the elementary school years. My research is interdisciplinary, drawing from the fields of psychology and education. Currently, I am conducting research to examine the strategies that teachers use to promote children’s engagement in school as well as the contribution of the Responsive Classroom Approach on children’s social and academic growth.  I teach courses on Learning and Development, Classroom Social Issues, and Social Development.  For more information about my lab, the University of Virginia Social Development Laboratory, see www.socialdevelopmentlab.org.

Sample Recent Publications

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.

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.

Research Interests

• Development of Self-Regulation
• Children’s Self-Control
• Teacher Interactions with Students
• Social and Emotional Learning
• Teacher Development
• Mathematics Education
• Elementary School Classrooms

Curriculum Vitae: Available Upon Request