Promoting Social and Academic Competence in the Classroom: An Intervention Study Examining the Contribution of the "Responsive Classroom" Approach

Autor/inn/en	Rimm-Kaufman, Sara E.; Chiu, Yu-Jen I.
Titel	Promoting Social and Academic Competence in the Classroom: An Intervention Study Examining the Contribution of the "Responsive Classroom" Approach
Quelle	In: Psychology in the Schools, 44 (2007) 4, S.397-413 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20231
Schlagwörter	Program Effectiveness; Reading Achievement; Assertiveness; Academic Achievement; Classroom Environment; Interpersonal Relationship; Interpersonal Competence; Classroom Techniques; Social Development; Student Development; Family Influence; Teacher Student Relationship; Social Behavior; Personality Traits; Family Environment; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4 + Suchen Sie Ihr Suchwort? Leseleistung; Schulleistung; Klassenklima; Unterrichtsklima; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Klassenführung; Soziale Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Social behaviour; Soziales Verhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Familienmilieu; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This exploratory study examined the contribution of the "RC" Approach over a two-year period. The "RC" Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of "RC" practices contribute to children's academic and social growth? Second, how is the relation between teachers' use of "RC" practices and children's academic and social growth moderated by the presence of environmental adversity in the home? Participants included 62 teachers and 157 children at six schools. Findings showed that teachers' use of "RC" practices was associated with students' improved reading achievement, greater closeness between teachers and children, better pro-social skills, more assertiveness, and less fearfulness, even after controlling for family risk and children's previous years' performance. Family risk did not moderate the relation between "RC" practices and children's performance. These findings suggest the positive contribution of the "RC" Approach in relation to children's gains over a one-year period. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10