Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach

By S. Rimm-Kaufman, Brook E. Sawyer. The Elementary school journal, 2004

367 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/870135ffeefca9f1fd90e18413f61a93eb633be7

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Citations in the corpus

Investigating Teacher Efficacy: Comparing Preservice and Inservice Teachers with Different Levels of Experience (2012, background): “We do know that typically the former groups of teachers have lower efficacy scores in comparison to the latter, yet preservice teachers generally perceive themselves as effective at implementing a variety of instructional practices and management strategies ( Rimm-Kaufman & Sawyer, 2004 ).”
PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES (2010, methodology): “Q-method has been used to examine teachers’ beliefs about discipline practices, beliefs about children, and attitudes toward teaching practices (Rimm-Kaufman & Sawyer, 2004; Rimm-Kaufman et al., 2006); explore children’s attachment behavior (DeSchipper, Stolk, & Schuengel, 2004); and understand…”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “Paneque and Barbetta (2006) used Bandura’s Guide for Constructing Self-Efficacy Scales (now most readily accessible in Bandura 2006), and Rimm-Kaufman and Sawyer (2004) adapted their measure from Bandura’s 1993 article, with items such as, “How much can you do to control disruptive behavior in the…”
Self-Efficacy: Conditioning the Entrepreneurial Mindset (2009, background): “Teachers who use a responsive classroom approach and provide rich classroom experiences have a greater chance of successfully influencing self-efficacy ( Rimm-Kaufman and Sawyer 2004 ).”
The Effects of Professional Development Initiatives on EFL Teachers' Degree of Self Efficacy (2011, background): “Rimm-Kaufman and Sawyer (2004) also investigated how experience with a relational approach to education, the Responsive Classroom (RC) Approach, impacted teachers' beliefs, attitudes, and teaching priorities.”
Sense of School Community for Preschool Teachers Serving At-Risk Children (2008, positive): “Of relevance to this study were three questionnaires completed by each teacher: (a) a demographic questionnaire, (b) the Teacher's Sense of the School as Community questionnaire ( Battistich et al, 1997 ), and (c) the Attitude Toward Teaching as a Career questionnaire compiled by Rimm-Kaufman and S”
The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children (2006, background): “See Rimm-Kaufman and Chiu (in press) and Rimm-Kaufman and Sawyer, 2004 for further description of the intervention process.”
Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment (2016, background): “…controlled for teaching disciplinary efficacy because teachers’ competence in dealing with children’s behaviors has been related to teachers’ stress, emotional regulation, emotional exhaustion (e.g., Tsouloupas et al., 2010), and responsiveness (e.g., Rimm-Kaufman & Sawyer, 2004) in the literature.”
The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “The studies in this body of research argued that teacher self-efficacy and job satisfaction have significant connections to their commitment, level of stress, burnout, and classroom practices (Ladebo, 2005; Paulı́k, 2012; Rimm-Kaufman and Sawyer, 2004; Ross and Gray, 2006; Schwarzer and Hallum, 2008”