The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

By S. Rimm-Kaufman, Karen M. La Paro, Jason T. Downer, Robert C. Pianta. The Elementary school journal, 2005

320 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/77b498075a784cadc4d4c27b51ca6136fd874353

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In Clinical Psychology

In Education

Citations in the corpus

Influence of Student-Teacher and Parent-Teacher Relationships on Lower Achieving Readers' Engagement and Achievement in the Primary Grades. (2007, background): “For example, Rimm-Kaufman et al. (2005) found that kindergarten teachers’ reports of parents’ attitudes toward education predicted child participation and engagement after accounting for SES and maternal sensitivity.”
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009, background): “Thus instead of concluding that child-managed learning opportunities should be banned from classrooms completely, an effective teacher would know which children are most likely to learn well in a child-managed activity and which children probably would need more supports to remain engaged in product”
Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008, background): “A reasonable interpretation of this correlational result calls attention again to the importance of feeling emotionally comfortable and supported in the classroom and thus, conceivably, of liking school and the ways in which an emotionally secure relationship provides support for the child’s explora”
Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables (2005, background): “The rationale for examining teachers’ instructional practices rests on research (e.g., Burts et al., 1992; Hirsh-Pasek, Hyson, & Rescorla, 1990; Kontos & Wilcox-Herzog, 1997; Marcon, 1999; Rimm-Kaufman, La Paro, Downer, & Pianta, 2005 ) that has provided support for recommendations made by the Nati”
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, background): “Moreover, in classrooms with high-quality management, students show higher on-task behavior and greater social and academic competence than in classrooms with low-quality management (eg, Pianta et al, 2002 ; Rimm-Kaufman, La Paro, Downer, & Pianta, 2005 ).”
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “Specifically, higher classroom quality has been linked with increases in expressive language skills ( Mashburn et al, 2008 ), fewer problem behaviors ( Burchinal, Peisner-Feinberg, Bryant, & Clifford, 2000 ; Rimm-Kaufman, La Paro, Downer, & Pianta, 2005 ), and higher behavioral engagement ( Downer,”
Classroom organization and teacher stress predict learning motivation in kindergarten children (2010, background): “Moreover, in classrooms with high-quality management, the students show higher on-task behavior and social and academic competence than in classrooms with low-quality management (e.g., Pianta et al. 2002; Rimm-Kaufman et al. 2005 ).”