The Social and Academic Learning Study


The Social and Academic Learning Study is 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 publications are available in journals. 

Project Status: 2001-2004

Funding Source: DuBarry Foundation

Principal Investigator: Sara Rimm-Kaufman

Resources: 

Publications:

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.

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.

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.

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.

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.

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.