| Year |
Citation |
Score |
| 2024 |
Pérez-Edgar K, Morrison F, Rimm-Kaufman S. Revisiting Jerome Kagan and his research legacy: An introduction to a special issue of Developmental Psychology. Developmental Psychology. 60: 1949-1957. PMID 39466692 DOI: 10.1037/dev0001885 |
0.524 |
|
| 2024 |
Rimm-Kaufman SE, Soland J, Kuhfeld M. Social and emotional competency development from fourth to 12th grade: Relations to parental education and gender. The American Psychologist. PMID 38780577 DOI: 10.1037/amp0001357 |
0.32 |
|
| 2020 |
Sandilos LE, Baroody AE, Rimm-Kaufman SE, Merritt EG. English learners' achievement in mathematics and science: Examining the role of self-efficacy. Journal of School Psychology. 79: 1-15. PMID 32389245 DOI: 10.1016/J.Jsp.2020.02.002 |
0.77 |
|
| 2019 |
Bowers N, Merritt E, Rimm-Kaufman S. Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms Journal of Science Teacher Education. 31: 34-55. DOI: 10.1080/1046560X.2019.1651613 |
0.743 |
|
| 2019 |
Merritt EG, Bowers N, Rimm-Kaufman SE. Making connections: Elementary students’ ideas about electricity and energy resources Renewable Energy. 138: 1078-1086. DOI: 10.1016/J.Renene.2019.02.047 |
0.718 |
|
| 2018 |
Rimm-Kaufman S, Fant Donnan M, Garcia D, Snead-Johnson M, Kotulka E, Sandilos L. A Partnered Approach to School Change in a Rural Community: Reflections and Recommendations The Foundation Review. 10. DOI: 10.9707/1944-5660.1446 |
0.304 |
|
| 2018 |
Sandilos LE, Goble P, Rimm-Kaufman SE, Pianta RC. Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms? Early Childhood Research Quarterly. 42: 280-290. DOI: 10.1016/J.Ecresq.2017.10.009 |
0.388 |
|
| 2017 |
Merritt EG, Rates C, Greiner J, Baroody A, Rimm-Kaufman S. “We Need Trees to Line the River to Save Our Little Friends”: Environmental Literacy Development through Service-Learning Children, Youth and Environments. 27: 67. DOI: 10.7721/Chilyoutenvi.27.1.0067 |
0.689 |
|
| 2017 |
Leis M, Rimm-Kaufman SE, Paxton CLC, Sandilos LE. Leading Together Journal of School Leadership. 27: 831-859. DOI: 10.1177/105268461702700603 |
0.388 |
|
| 2017 |
Henderson Pinter H, Merritt EG, Berry RQ, Rimm-Kaufman SE. The importance of structure, clarity, representation, and language in elementary mathematics instruction Investigations in Mathematics Learning. 10: 106-127. DOI: 10.1080/19477503.2017.1375354 |
0.7 |
|
| 2016 |
Abry T, Rimm-Kaufman SE, Curby TW. Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality. Prevention Science : the Official Journal of the Society For Prevention Research. PMID 27957668 DOI: 10.1007/S11121-016-0743-3 |
0.81 |
|
| 2016 |
Sandilos LE, Rimm-Kaufman SE, Cohen JJ. Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth. Child Development. PMID 27935025 DOI: 10.1111/Cdev.12685 |
0.419 |
|
| 2016 |
Banse HW, Palacios NA, Merritt EG, Rimm-Kaufman SE. Scaffolding English language learners' mathematical talk in the context of Calendar Math Journal of Educational Research. 1-10. DOI: 10.1080/00220671.2015.1075187 |
0.776 |
|
| 2016 |
Merritt EG, Palacios N, Banse H, Rimm-Kaufman SE, Leis M. Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students Journal of Educational Research. 1-15. DOI: 10.1080/00220671.2015.1034352 |
0.783 |
|
| 2016 |
Baroody AE, Rimm-Kaufman SE, Larsen RA, Curby TW. A multi-method approach for describing the contributions of student engagement on fifth grade students' social competence and achievement in mathematics Learning and Individual Differences. 48: 54-60. DOI: 10.1016/J.Lindif.2016.02.012 |
0.717 |
|
| 2016 |
Griggs MS, Mikami AY, Rimm-Kaufman SE. CLASSROOM QUALITY AND STUDENT BEHAVIOR TRAJECTORIES IN ELEMENTARY SCHOOL Psychology in the Schools. 53: 690-704. DOI: 10.1002/Pits.21941 |
0.351 |
|
| 2015 |
Leis M, Schmidt KM, Rimm-Kaufman SE. Using the Partial Credit Model to Evaluate the Student Engagement in Mathematics Scale. Journal of Applied Measurement. 16: 251-67. PMID 26753221 |
0.357 |
|
| 2015 |
Martin DP, Rimm-Kaufman SE. Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology. 53: 359-73. PMID 26407834 DOI: 10.1016/j.jsp.2015.07.001 |
0.478 |
|
| 2015 |
Leis M, Rimm-Kaufman SE. Principal Actions Related to Increases in Teacher-Principal Trust: Comparative Case Studies Journal of School Public Relations. 36: 260-291. DOI: 10.3138/jspr.36.3.260 |
0.317 |
|
| 2015 |
Ottmar ER, Rimm-Kaufman SE, Larsen RA, Berry RQ. Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach American Educational Research Journal. 52: 787-821. DOI: 10.3102/0002831215579484 |
0.401 |
|
| 2015 |
Abry T, Hulleman CS, Rimm-Kaufman SE. Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients American Journal of Evaluation. 36: 320-338. DOI: 10.1177/1098214014557009 |
0.695 |
|
| 2015 |
Rimm-Kaufman SE, Baroody AE, Larsen RAA, Curby TW, Abry T. To what extent do teacher-student interaction quality and student gender contribute to fifth graders' engagement in mathematics learning? Journal of Educational Psychology. 107: 170-185. DOI: 10.1037/A0037252 |
0.807 |
|
| 2014 |
Wanless SB, Rimm-Kaufman SE, Abry T, Larsen RA, Patton CL. Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach. Prevention Science : the Official Journal of the Society For Prevention Research. PMID 25492612 DOI: 10.1007/S11121-014-0536-5 |
0.715 |
|
| 2014 |
Wanless SB, Rimm-Kaufman SE, Abry T, Larsen RA, Patton CL. Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach. Prevention Science : the Official Journal of the Society For Prevention Research. PMID 25351865 DOI: 10.1007/S11121-014-0519-6 |
0.788 |
|
| 2014 |
Rimm-Kaufman SE, Larsen RAA, Baroody AE, Curby TW, Ko M, Thomas JB, Merritt EG, Abry T, DeCoster J. Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial American Educational Research Journal. 51: 567-603. DOI: 10.3102/0002831214523821 |
0.768 |
|
| 2014 |
Brock LL, Rimm-Kaufman SE, Wanless SB. Delay of gratification in first grade: The role of instructional context Learning and Individual Differences. 29: 81-88. DOI: 10.1016/J.Lindif.2013.10.012 |
0.366 |
|
| 2014 |
Ottmar ER, Decker LE, Cameron CE, Curby TW, Rimm-Kaufman SE. Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade Learning Environments Research. 17: 243-262. DOI: 10.1007/S10984-013-9146-6 |
0.684 |
|
| 2014 |
Baker CE, Rimm-Kaufman SE. How homes influence schools: Early parenting predicts African American children's classroom social-emotional functioning Psychology in the Schools. 51: 722-735. DOI: 10.1002/Pits.21781 |
0.623 |
|
| 2014 |
Baroody AE, Rimm-Kaufman SE, Larsen RA, Curby TW. The link between Responsive Classroom training and student-teacher relationship quality in the fifth grade: A study of fidelity of implementation School Psychology Review. 43: 69-85. |
0.763 |
|
| 2013 |
Curby TW, Rimm-Kaufman SE, Abry T. Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology. 51: 557-69. PMID 24060059 DOI: 10.1016/J.Jsp.2013.06.001 |
0.798 |
|
| 2013 |
Griggs MS, Rimm-Kaufman SE, Merritt EG, Patton CL. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 28: 360-73. PMID 23895315 DOI: 10.1037/Spq0000026 |
0.763 |
|
| 2013 |
Abry T, Rimm-Kaufman SE, Larsen RA, Brewer AJ. The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach. Journal of School Psychology. 51: 437-53. PMID 23870440 DOI: 10.1016/J.Jsp.2013.03.001 |
0.812 |
|
| 2013 |
Wanless SB, Patton CL, Rimm-Kaufman SE, Deutsch NL. Setting-level influences on implementation of the responsive classroom approach. Prevention Science : the Official Journal of the Society For Prevention Research. 14: 40-51. PMID 23065349 DOI: 10.1007/S11121-012-0294-1 |
0.376 |
|
| 2013 |
Ottmar ER, Rimm-Kaufman SE, Berry RQ, Larsen RA. Does the responsive classroom approach affect the use of standards-based mathematics teaching practices?: Results from a randomized controlled trial Elementary School Journal. 113: 434-457. DOI: 10.1086/668768 |
0.46 |
|
| 2012 |
Baker CE, Cameron CE, Rimm-Kaufman SE, Grissmer D. Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten Early Education and Development. 23: 833-854. DOI: 10.1080/10409289.2011.607359 |
0.594 |
|
| 2012 |
Merritt EG, Wanless SB, Rimm-Kaufman SE, Cameron C, Peugh JL. The contribution of teachers' emotional support to children's social behaviors and self-regulatory skills in first grade School Psychology Review. 41: 141-159. |
0.784 |
|
| 2011 |
McTigue EM, Rimm-Kaufman SE. The responsive classroom approach and its implications for improving reading and writing Reading and Writing Quarterly. 27: 5-24. DOI: 10.1080/10573569.2011.532708 |
0.336 |
|
| 2011 |
Ponitz CC, Rimm-Kaufman SE. Contexts of reading instruction: Implications for literacy skills and kindergarteners' behavioral engagement Early Childhood Research Quarterly. 26: 157-168. DOI: 10.1016/j.ecresq.2010.10.002 |
0.351 |
|
| 2010 |
Konold TR, Jamison KR, Stanton-Chapman TL, Rimm-Kaufman SE. Relationships among informant based measures of social skills and student achievement: A longitudinal examination of differential effects by sex Applied Developmental Science. 14: 18-34. DOI: 10.1080/10888690903510307 |
0.379 |
|
| 2010 |
Rimm-Kaufman SE, Hamre BK. The role of psychological and developmental science in efforts to improve teacher quality Teachers College Record. 112: 2988-3023. |
0.476 |
|
| 2009 |
Rimm-Kaufman SE, Curby TW, Grimm KJ, Nathanson L, Brock LL. The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology. 45: 958-72. PMID 19586173 DOI: 10.1037/A0015861 |
0.76 |
|
| 2009 |
Ponitz CC, Rimm-Kaufman SE, Brock LL, Nathanson L. Early adjustment, gender differences, and classroom organizational climate in first grade Elementary School Journal. 110: 142-162. DOI: 10.1086/605470 |
0.687 |
|
| 2009 |
Nathanson L, Rimm-Kaufman SE, Brock LL. Kindergarten adjustment difficulty: The contribution of children's effortful control and parental control Early Education and Development. 20: 775-798. DOI: 10.1080/10409280802571236 |
0.585 |
|
| 2009 |
Curby TW, Rimm-Kaufman SE, Ponitz CC. Teacher-Child Interactions and Children's Achievement Trajectories Across Kindergarten and First Grade Journal of Educational Psychology. 101: 912-925. DOI: 10.1037/A0016647 |
0.723 |
|
| 2009 |
Brock LL, Rimm-Kaufman SE, Nathanson L, Grimm KJ. The contributions of 'hot' and 'cool' executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten Early Childhood Research Quarterly. 24: 337-349. DOI: 10.1016/J.Ecresq.2009.06.001 |
0.61 |
|
| 2009 |
Rudasill KM, Rimm-Kaufman SE. Teacher-child relationship quality: The roles of child temperament and teacher-child interactions Early Childhood Research Quarterly. 24: 107-120. DOI: 10.1016/j.ecresq.2008.12.003 |
0.384 |
|
| 2009 |
Ponitz CC, Rimm-Kaufman SE, Grimm KJ, Curby TW. Kindergarten classroom quality, behavioral engagement, and reading achievement School Psychology Review. 38: 102-120. |
0.727 |
|
| 2008 |
Brock LL, Nishida TK, Chiong C, Grimm KJ, Rimm-Kaufman SE. Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach. Journal of School Psychology. 46: 129-49. PMID 19083354 DOI: 10.1016/J.Jsp.2007.02.004 |
0.39 |
|
| 2008 |
McGinty AS, Justice L, Rimm-Kaufman SE. Sense of School Community for Preschool Teachers Serving At-Risk Children Early Education & Development. 19: 361-384. DOI: 10.1080/10409280801964036 |
0.426 |
|
| 2008 |
Curby TW, Rudasill KM, Rimm-Kaufman SE, Konold TR. The role of social competence in predicting gifted enrollment Psychology in the Schools. 45: 729-744. DOI: 10.1002/Pits.20338 |
0.662 |
|
| 2008 |
Gregory A, Rimm-Kaufman S. Positive mother-child interactions in kindergarten: Predictors of school success in high school School Psychology Review. 37: 499-515. |
0.317 |
|
| 2007 |
Sawyer LBE, Rimm-Kaufman SE. Teacher collaboration in the context of the responsive classroom approach Teachers and Teaching: Theory and Practice. 13: 211-245. DOI: 10.1080/13540600701299767 |
0.421 |
|
| 2007 |
Rimm-Kaufman S. Special Issue on Data-Based Investigations of Quality of Preschool and Early Childhood Classroom Equivalents Early Education & Development. 18: 163-164. DOI: 10.1080/10409280701274782 |
0.333 |
|
| 2007 |
Rimm-Kaufman SE, Fan X, Chiu YJ, You W. The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study Journal of School Psychology. 45: 401-421. DOI: 10.1016/J.Jsp.2006.10.003 |
0.34 |
|
| 2007 |
Rimm-Kaufman SE, Chiu YJI. Promoting social and academic competence in the classroom: An intervention study examining the contribution of the responsive classroom approach Psychology in the Schools. 44: 397-413. DOI: 10.1002/Pits.20231 |
0.406 |
|
| 2006 |
Rudasill KM, Rimm-Kaufman SE, Justice LM, Pence K. Temperament and language skills as predictors of teacher-child relationship quality in preschool Early Education and Development. 17: 271-291. DOI: 10.1207/S15566935Eed1702_4 |
0.386 |
|
| 2006 |
La Paro KM, Rimm-Kaufman SE, Pianta RC. Kindergarten to 1st grade: Classroom characteristics and the stability and change of children's classroom experiences Journal of Research in Childhood Education. 21: 189-202. DOI: 10.1080/02568540609594588 |
0.371 |
|
| 2006 |
Rimm-Kaufman SE, Storm MD, Sawyer BE, Pianta RC, LaParo KM. The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children Journal of School Psychology. 44: 141-165. DOI: 10.1016/J.Jsp.2006.01.003 |
0.432 |
|
| 2005 |
Rimm-Kaufman SE, Kagan J. Infant predictors of kindergarten behavior: The contribution of inhibited and uninhibited temperament types Behavioral Disorders. 30: 331-347. DOI: 10.1177/019874290503000409 |
0.508 |
|
| 2005 |
Rimm-Kaufman SE, La Paro KM, Downer JT, Pianta RC. The contribution of classroom setting and quality of instruction to children's behavior in kindergarten classrooms Elementary School Journal. 105: 377-394. DOI: 10.1086/429948 |
0.313 |
|
| 2004 |
Rimm-Kaufman SE, Sawyer BE. Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach The Elementary School Journal. 104: 321-341. DOI: 10.1086/499756 |
0.391 |
|
| 2003 |
Rimm-Kaufman SE, Pianta RC, Cox MJ, Bradley RH. Teacher-Rated Family Involvement and Children's Social and Academic Outcomes in Kindergarten Early Education & Development. 14: 179-198. DOI: 10.1207/S15566935Eed1402_3 |
0.327 |
|
| 2003 |
Rimm-Kaufman SE, Voorhees MD, Snell ME, La Paro KM. Improving the Sensitivity and Responsivity of Preservice Teachers Toward Young Children with Disabilities Topics in Early Childhood Special Education. 23: 151-163. |
0.367 |
|
| 2002 |
Rimm-Kaufman SE, Pianta RC, Early DM, Cox MJ, Saluja G, Bradley RH, Payne C. Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom Journal of Applied Developmental Psychology. 23: 451-470. DOI: 10.1016/S0193-3973(02)00128-4 |
0.309 |
|
| 2001 |
Pianta RC, Kraft-Sayre M, Rimm-Kaufman S, Gercke N, Higgins T. Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning's Kindergarten Transition Intervention Early Childhood Research Quarterly. 16: 117-132. DOI: 10.1016/S0885-2006(01)00089-8 |
0.43 |
|
| 2000 |
Rimm-Kaufman SE, Pianta RC, Cox MJ. Teachers' judgments of problems in the transition to kindergarten Early Childhood Research Quarterly. 15: 147-166. DOI: 10.1016/S0885-2006(00)00049-1 |
0.389 |
|
| 1999 |
Rimm-Kaufman SE, Kagan J, Byers H. The effectiveness of adult volunteer tutoring on reading among at risk first grade children Reading Research and Instruction. 38: 143-152. DOI: 10.1080/19388079909558284 |
0.488 |
|
| 1996 |
Rimm-Kaufman SE, Kagan J. The psychological significance of changes in skin temperature Motivation and Emotion. 20: 63-78. DOI: 10.1007/Bf02251007 |
0.328 |
|
| 1995 |
Kagan J, Arcus D, Snidman N, Peterson E, Steinberg D, Rimm-Kaufman S. Asymmetry of finger temperature and early behavior. Developmental Psychobiology. 28: 443-51. PMID 8582532 DOI: 10.1002/Dev.420280806 |
0.366 |
|
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