Efficacy of the Responsive Classroom Approach

By S. Rimm-Kaufman, Ross Larsen, Alison E. Baroody, Timothy W. Curby, Michelle Ko, Julia B. Thomas, Eileen G. Merritt, Tashia Abry, Jamie DeCoster. 2014

158 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bd9e5a4d8e86e7d703fe7a0ae586cb2d25931ac4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. S. Rimm-Kaufman
2. J. Durlak
3. Chris S. Hulleman
4. Tashia Abry
5. K. Schonert-Reichl
6. Amy E. Cassata
7. Jeanne Century

In Developmental and Educational Psychology

1. S. Rimm-Kaufman
2. Tashia Abry
3. J. Durlak
4. Chris S. Hulleman
5. Amy E. Cassata
6. Jeanne Century

In Education

1. Tashia Abry
2. S. Rimm-Kaufman
3. J. Durlak
4. Chris S. Hulleman
5. Robert C. Pianta
6. Kathleen Moritz Rudasill
7. K. Schonert-Reichl
8. R. Berry

Citations in the corpus

• Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients (2015, background): “Previous studies have linked RC to student achievement gains directly and indirectly (RimmKaufman, Fan, Chiu & You, 2007; Rimm-Kaufman et al., 2014).”
• Programme implementation in social and emotional learning: basic issues and research findings (2016, background): “Another example of the role that implementation plays in programme outcomes comes from a study of another SEL programme, Responsive Classroom, designed to increase students’ social competence and academic achievement (Rimm-Kaufman et al. 2014).”