Efficacy of the "Responsive Classroom" Approach: Results from a 3-Year, Longitudinal Randomized Controlled Trial

Autor/inn/en	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
Titel	Efficacy of the "Responsive Classroom" Approach: Results from a 3-Year, Longitudinal Randomized Controlled Trial
Quelle	In: American Educational Research Journal, 51 (2014) 3, S.567-603 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214523821
Schlagwörter	Longitudinal Studies; Classroom Environment; Classroom Techniques; Academic Achievement; Intervention; Experimental Groups; Control Groups; Mathematics Achievement; Reading Achievement; Effect Size; Educational Practices; Fidelity; Curriculum Implementation; Lunch Programs; Eligibility; Classroom Observation Techniques; Questionnaires; Likert Scales; Structural Equation Models; Correlation; Teaching Methods; Educational Strategies; Student Development; Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Klassenklima; Unterrichtsklima; Klassenführung; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Bildungspraxis; Mittagessen; Eignung; Fragebogen; Likert-Skala; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	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 schools assigned to the control condition in math or reading achievement. Use of RC practices mediated the relation between treatment assignment and improved math and reading achievement. Effect sizes (ES) were calculated as standardized coefficients. ES relations between use of RC practices and achievement were 0.26 for math and 0.30 for reading. The RC practices and math achievement relation was greater for students with low initial math achievement (ES = 0.89). Results emphasize fidelity of implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10