The Contribution of the Responsive Classroom Approach on Children's Academic Achievement: Results from a Three Year Longitudinal Study

Autor/inn/en	Rimm-Kaufman, Sara E.; Fan, Xitao; Chiu, Yu-Jen; You, Wenyi
Titel	The Contribution of the Responsive Classroom Approach on Children's Academic Achievement: Results from a Three Year Longitudinal Study
Quelle	In: Journal of School Psychology, 45 (2007) 4, S.401-421 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2006.10.003
Schlagwörter	Intervention; Elementary School Students; Academic Achievement; Longitudinal Studies; Teaching Methods; Reading Achievement; Mathematics Achievement; Achievement Gains; Scores; Tests; Control Groups; Poverty + Suchen Sie Ihr Suchwort? Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Examination; Prüfung; Examen; Armut
Abstract	This paper reports the results of a quasi-experimental study on the contribution of the Responsive Classroom ("RC") Approach to elementary school children's reading and math performance over one-, two-, and three-year periods. All children enrolled in six schools (3 intervention and 3 control schools in a single district) were the participants in the study. Children's test scores in math and reading were used as outcomes, and data on treatment fidelity were used to describe differences in use of "RC" practices between intervention and control schools. Findings showed that, after controlling for poverty and test scores from previous years, the "RC" Approach contributed to the gains in both reading and math, with math showing greater difference between the intervention and control schools. The contribution of the "RC" Approach appeared to be greater over a three-year period than over a one or two-year period. These findings provide early evidence for the positive contribution of the "RC" Approach to gains in academic achievement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10