Lista de obras - Sara E Rimm-Kaufman - Dominio Público Uruguay

A multi-method approach for describing the contributions of student engagement on fifth grade students' social competence and achievement in mathematics

article by Alison E. Baroody et al published May 2016 in Learning and Individual Differences

Applications of Psychological Safety to Developmental Science: Reflections and Recommendations for Next Steps

article

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality

artículo científico publicado en 2016

Asymmetry of finger temperature and early behavior.

artículo científico publicado en 1995

CLASSROOM QUALITY AND STUDENT BEHAVIOR TRAJECTORIES IN ELEMENTARY SCHOOL

Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach

artículo científico publicado en 2007

Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade

Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s Kindergarten Transition Intervention☆

article

Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement

Delay of gratification in first grade: The role of instructional context

Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

artículo científico publicado en 2013

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

artículo científico publicado en 2015

Does the Responsive Classroom Approach Affect the Use of Standards-Based Mathematics Teaching Practices?

article

Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom

article

Efficacy of the Responsive Classroom Approach

Empirical benchmarks for changes in social and emotional skills over time

artículo científico publicado en 2022

Empowering community-changers: Developing civic efficacy in elementary classrooms

artículo científico publicado en 2022

Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

artículo científico publicado en 2014

Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

artículo científico publicado en 2014

Evidence-based teaching: effective teaching practices in primary school classrooms

artículo científico publicado en 2024

Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten

article by Claire E. Baker et al published November 2012 in Early Education and Development

Family-School Communication in Preschool and Kindergarten in the Context of a Relationship-Enhancing Intervention

article

HOW HOMES INFLUENCE SCHOOLS: EARLY PARENTING PREDICTS AFRICAN AMERICAN CHILDREN'S CLASSROOM SOCIAL-EMOTIONAL FUNCTIONING

Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability

article

Introduction to the Special Issue on Data-Based Investigations of the Quality of Preschool and Early Child Care Environments

Kindergarten Adjustment Difficulty: The Contribution of Children's Effortful Control and Parental Control

Kindergarten to 1st Grade: Classroom Characteristics and the Stability and Change of Children's Classroom Experiences

article

Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach

article

Promoting fourth-grade students’ autonomy, competence, and relatedness through service-learning

artículo científico publicado en 2022

Relationships Among Informant Based Measures of Social Skills and Student Achievement: A Longitudinal Examination of Differential Effects by Sex

article by Timothy R. Konold et al published 29 January 2010 in Applied Developmental Science

Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender

article by Laura M. Justice et al published August 2008 in Early Education and Development

Scaffolding English language learners' mathematical talk in the context of Calendar Math

Setting-level influences on implementation of the responsive classroom approach

artículo científico publicado en 2013

Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade

article by Timothy W. Curby et al published 2009 in Journal of Educational Psychology

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

article by Kathleen Moritz Rudasill & Sara E. Rimm-Kaufman published April 2009 in Early Childhood Research Quarterly

Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students

The Responsive Classroom Approach and Its Implications for Improving Reading and Writing

The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy

artículo científico publicado en 2013

The Social Ecology of the Transition to School: Classrooms, Families, and Children

The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children

The behavioral and emotional correlates of epilepsy in adolescence: a 7-year follow-up study.

artículo científico publicado en 2002

The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom

artículo científico publicado en 2009

The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach

artículo científico publicado en 2013

The role of social competence in predicting gifted enrollment

To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?

Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients

Using the Partial Credit Model to Evaluate the Student Engagement in Mathematics Scale

artículo científico publicado en 2015

Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth.

artículo científico publicado en 2016

“The most important part of empathy is…being able to help”: Empathy definitions and teaching practices in middle school

artículo científico publicado en 2024

Lista de obras de Sara E Rimm-Kaufman

A multi-method approach for describing the contributions of student engagement on fifth grade students' social competence and achievement in mathematics

Applications of Psychological Safety to Developmental Science: Reflections and Recommendations for Next Steps

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality

Asymmetry of finger temperature and early behavior.

CLASSROOM QUALITY AND STUDENT BEHAVIOR TRAJECTORIES IN ELEMENTARY SCHOOL

Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach

Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade

Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s Kindergarten Transition Intervention☆

Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement

Delay of gratification in first grade: The role of instructional context

Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

Does the Responsive Classroom Approach Affect the Use of Standards-Based Mathematics Teaching Practices?

Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom

Efficacy of the Responsive Classroom Approach

Empirical benchmarks for changes in social and emotional skills over time

Empowering community-changers: Developing civic efficacy in elementary classrooms

Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

Evidence-based teaching: effective teaching practices in primary school classrooms

Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten

Family-School Communication in Preschool and Kindergarten in the Context of a Relationship-Enhancing Intervention

HOW HOMES INFLUENCE SCHOOLS: EARLY PARENTING PREDICTS AFRICAN AMERICAN CHILDREN'S CLASSROOM SOCIAL-EMOTIONAL FUNCTIONING

Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability

Introduction to the Special Issue on Data-Based Investigations of the Quality of Preschool and Early Child Care Environments

Kindergarten Adjustment Difficulty: The Contribution of Children's Effortful Control and Parental Control

Kindergarten to 1st Grade: Classroom Characteristics and the Stability and Change of Children's Classroom Experiences

Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach

Promoting fourth-grade students’ autonomy, competence, and relatedness through service-learning

Relationships Among Informant Based Measures of Social Skills and Student Achievement: A Longitudinal Examination of Differential Effects by Sex

Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender

Scaffolding English language learners' mathematical talk in the context of Calendar Math

Setting-level influences on implementation of the responsive classroom approach

Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students

The Responsive Classroom Approach and Its Implications for Improving Reading and Writing

The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy

The Social Ecology of the Transition to School: Classrooms, Families, and Children

The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children

The behavioral and emotional correlates of epilepsy in adolescence: a 7-year follow-up study.

The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom

The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach

The role of social competence in predicting gifted enrollment

To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?

Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients

Using the Partial Credit Model to Evaluate the Student Engagement in Mathematics Scale

Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth.

“The most important part of empathy is…being able to help”: Empathy definitions and teaching practices in middle school