The Social and Academic Learning Study
What We Do
The Social and Academic Learning Study is a three year, quasi-experimental, longitudinal study examining the contribution of the Responsive Classroom Approach on teachers’ beliefs and attitudes as well as children’s social and academic outcomes.
Project Info
Project Status: 2001-2004
Funding Source: DuBarry Foundation
Principal Investigator: Sara Rimm-Kaufman
Data was gathered between the years of 2001-2004. The data collection is complete and the final publications are available in journals.
SALS Key Findings
This three-year longitudinal, quasi-experimental study compared three schools implementing the Responsive Classroom approach at a school-wide level with three non-implementing schools and found that the Responsive Classroom approach is associated with better academic and social outcomes for elementary school children.
Publications
Brock, L. L., Nishida, T. K., Chiong, C. & Grimm, K. J., & Rimm-Kaufman, S. E. (2008). Children’s perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach. Journal of School Psychology, 46, 129-149.
Rimm-Kaufman, S. E. & Chiu, Y. I. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach. Psychology in the Schools, 44(4), 397-413.
Rimm-Kaufman, S. E., Fan, X., Chiu, Y. I., & You, W. (2007). The contribution of the Responsive Classroom approach on children’s academic achievement: Results from a three year longitudinal study. Journal of School Psychology, 45, 401-421.
Sawyer, B. E. & Rimm-Kaufman, S. E. (2007). Teacher collaboration in the context of the Responsive Classroom approach. Teachers and Teaching: Theory and Practice, 13(3), 211-245.
Rimm-Kaufman, S. E., Storm, M. D., Sawyer, B. E., Pianta, R. C., & La Paro, K. M. (2006). The Teacher Belief Q-Sort: A measure of teachers’ priorities and beliefs in relation to disciplinary practices, teaching practices, and beliefs about children. Journal of School Psychology, 44, 141-165.
Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary-grade teachers’ self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the Responsive Classroom approach. Elementary School Journal, 104(4), 321-341.
Study Reports
Visit the Responsive Classroom website to learn about the study's six key findings and to download reports.
Contact Us
Phone
Office Location
- 405 Emmet Street South - Ruffner Hall - Charlottesville, VA 22904