CASTL Research Brief: The Responsive Classroom Approach and Teacher-Student Interaction Quality

AUTHORS: Tashia Abry, Sara E. Rimm-Kaufman, Ross A. Larsen, Alexis J. Brewer



The study examined the direct and indirect effects of training in the Responsive Classroom® (RC) approach on teachers’ implementation of RC practices and the quality of teacher-student interactions. Teachers that received RC training had higher levels of implementation of RC practices in their classrooms and, in turn, had higher quality teacher-student interactions compared to teachers not trained in the RC approach.