Researchers at the University of Virginia’s Curry School of Education, led by Dr. Sara Rimm-Kaufman, have begun to share their findings from the Responsive Classroom Efficacy Study. Citations for some of their conference presentations are listed below.
Rimm-Kaufman, S. E., Larsen, R., Curby, T., Baroody, A., Merritt, E., Abry, T., Ko, M. & Thomas, J. (2012, September). Efficacy of the Responsive Classroom Approach: Results from a three year, longitudinal randomized controlled trial. Society for Research in Educational Effectiveness, Washington, D.C.
Rimm-Kaufman, S. E., Curby, T. W., Abry, T. & Larsen, R. A. (2012, April). Do specific practices from the Responsive Classroom approach predict quality of teacher-student interactions? Paper presented at the American Education Research Association, Vancouver, B.C.
Ottmar, E.R., Rimm-Kaufman, S.E., & Larsen, R. (2012, April). Relations between mathematical knowledge for teaching, mathematics instructional quality, and student achievement in the context of the Responsive Classroom (RC). Paper presented at the National Council of Teachers of Mathematics Research Pre-session, Philadelphia, PA.
Griggs, M. S., Rimm-Kaufman, S. E., Merritt, E. G., & Patton, C. L. (2011, September). To what extent does the Responsive Classroom approach modify fifth grade students’ anxiety and efficacy in mathematics and science? Poster presented at the semi-annual meeting of the Society for Research on Educational Effectiveness, Washington D.C.
Abry, T., Rimm-Kaufman, S. E., Larsen, R. A. & Brewer, A. J. (2011, September). Applying new methods to the measurement of fidelity of implementation: Examining the critical ingredients of the Responsive Classroom approach in relation to mathematics achievement. Poster presentation at the Society for Research in Educational Effectiveness, Washington, D.C.
Abry, T., Rimm-Kaufman, S.E., Cameron Ponitz, C., & Peugh, J. L. (2011, March). The contribution of fidelity of implementation of the Responsive Classroom approach on teacher-student interaction quality in the first year of an experimental field trial. Poster presented at the biannual meeting of the Society for Research on Educational Effectiveness, Washington D.C.