Do Specific Practices From the Responsive Classroom Approach Predict Quality of Teacher-Student Interactions?

• In Event: Roundtable Session 88
  In Roundtable Session: Evaluating Social and Emotional Learning Programs 2: Program Outcomes for Students and Teachers

Abstract

The present study is based on a randomized controlled trial of the Responsive Classroom approach, a widely used Social and Emotional Learning intervention. Fourth grade teachers (n = 100) assigned to intervention and control groups were observed and surveyed to assess the relation between practice use (Morning Meeting, Rule Modeling, and Academic Choice) and classroom quality (emotional support, classroom organization). Empirically derived practice-based composites were developed based on three implementation fidelity measures. HLM analyses showed: 1) Morning Meeting and Rule Modeling related to higher emotional support and classroom organization in morning observations; 2) Academic Choice linked to greater emotional support in mathematics classrooms; and 3) use of practices, not receiving training in RC, predicted higher teacher-student interaction quality.

Authors

• Sara E. Rimm-Kaufman, University of Virginia

• Timothy Walter Curby, George Mason University

• Tashia Abry, Arizona State University

• Ross Allen Andrew Larsen, University of Virginia