PROMOTING SOCIAL AND ACADEMIC COMPETENCE IN THE CLASSROOM: AN INTERVENTION STUDY EXAMINING THE CONTRIBUTION OF THE RESPONSIVE CLASSROOM APPROACH

By S. Rimm-Kaufman, Y. Chiu. 2007

218 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/78c8836c8daf31f13a18336c8ff4d770e85693f5

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Citations in the corpus

Advancing the Science and Practice of Social and Emotional Learning (2016, background): “For example, a study of implementation quality of the Responsive Classroom® approach suggested that participation in training on its own may be insufficient to promote teachers’ investment in the program and change in their relationships with students (Baroody, Rimm-Kaufman, Larsen, & Curby, 2014).”
Efficacy of the Responsive Classroom Approach (2014, background): “Teachers’ use of RC practices related positively to teachers’ perception of children’s reading achievement, teachers’ perception of closeness toward their students, children’s assertiveness, and children’s prosocial behavior (Rimm-Kaufman & Chiu 2007).”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “This finding corroborates prior evidence that points to the benefits of emotionally supportive teacher behaviors for encouraging students’ learning, engagement, and enjoyment in their learning tasks (Reyes et al., 2012; Rimm-Kaufman & Chui, 2007).”
Transforming Students’ Lives with Social and Emotional Learning (2014, result): “…as well as closer relationships with teachers, more pro-social skills, more assertive behavior, and less fear among children in RC classrooms compared to those in comparison classrooms after multiples years of exposure to the RC approach (Rimm-Kaufman et al., 2007; Rimm-Kaufman & Chiu, 2007).”
The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade (2012, background): “Many interventions available focus on teaching social and selfregulatory skills to children directly (Greenberg, Domitrovich, & Bumbarger, 2001), but several newer universal school-based interventions (e.g., Responsive Classroom Approach; Rimm-Kaufman & Chiu, 2007; the Seattle Social Development pro”