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How Should Fifth-Grade Mathematics Teachers Start the School Year?: Relations between Teacher-Student Interactions and Mathematics Instruction over One Year
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Banse, Holland W.; Curby, Timothy W.; Palacios, Natalia A.; Rimm-Kaufman, Sara E. – Teachers College Record, 2018
Background: Teaching is comprised of interconnected practices. Some practices are domain neutral (DN), or independent of a content area. Examples of DN practices include emotional and instructional support and classroom organization. Others are domain specific (DS), or content dependent. Within a mathematics context, examples of DS practices…
Descriptors: Grade 5, Mathematics, Mathematics Teachers, Mathematics Instruction
To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning?
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Rimm-Kaufman, Sara E.; Baroody, Alison E.; Larsen, Ross A. A.; Curby, Timothy W.; Abry, Tashia – Journal of Educational Psychology, 2015
This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed…
Descriptors: Teacher Student Relationship, Interaction, Gender Differences, Elementary School Students
The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy
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Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L. – School Psychology Quarterly, 2013
Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…
Descriptors: Self Efficacy, Classroom Environment, Science Instruction, Mathematics Instruction
To What Extent Does the Responsive Classroom Approach Modify Fifth Grade Students' Efficacy and Anxiety in Mathematics and Science?
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Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L. – Society for Research on Educational Effectiveness, 2011
The current analyses address two primary research aims: 1) Does students' anxiety in mathematics and science predict their self-efficacy in each subject area? The authors hypothesized that students' anxiety in mathematics and science would be negatively associated with their self-efficacy in each area. 2) Does being in a "Responsive Classroom[R]"…
Descriptors: Self Efficacy, Grade 5, Anxiety, Elementary Education
Efficacy of the "Responsive Classroom" Approach: Results from a 3-Year, Longitudinal Randomized Controlled Trial
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Rimm-Kaufman, Sara E.; Larsen, Ross A. A.; Baroody, Alison E.; Curby, Timothy W.; Ko, Michelle; Thomas, Julia B.; Merritt, Eileen G.; Abry, Tashia; DeCoster, Jamie – American Educational Research Journal, 2014
This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at…
Descriptors: Longitudinal Studies, Classroom Environment, Classroom Techniques, Academic Achievement
Children's Perceptions of the Classroom Environment and Social and Academic Performance: A Longitudinal Analysis of the Contribution of the "Responsive Classroom" Approach
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Brock, Laura L.; Nishida, Tracy K.; Chiong, Cynthia; Grimm, Kevin J.; Rimm-Kaufman, Sara E. – Journal of School Psychology, 2008
This study examines the contribution of the "Responsive Classroom" (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between…
Descriptors: Structural Equation Models, Standardized Tests, Academic Achievement, Grade 3