The present study examines data collected during the second year of a three-year longitudinal cluster randomized controlled trial, the Responsive Classroom Efficacy Study (RCES). In the context of and RCT, the research questions address naturally occurring variability in the independent variables of interest (i.e., teachers' (fidelity of implementation) FOI to RC practices) and their relation to students' mathematics achievement. Findings highlight the differences between traditional measure-based composites of FOI and contemporary practice-based composites, as well as the relation between teachers' use of specific RC practices and students' mathematics achievement, but do not permit causal inferences regarding these associations. (Contains 3 figures and 5 tables.)
Authors
Abry, Tashia D. S., Rimm-Kaufman, Sara E., Larsen, Ross A., Brewer, Alix J.
- Authorizing Institution
- Society for Research on Educational Effectiveness (SREE)
- Education Level
- ['Elementary Education', 'Elementary Secondary Education', 'Grade 4']
- Location
- Virginia
- Peer Reviewed
- F
- Publication Type
- Reports - Research
- Published in
- United States of America
Table of Contents
- Abstract Title Page 1
- Title Authors 1
- Background Context Purpose Objective Research Question Focus of Study 2
- RC RC M M 3
- Setting Population Participants Subjects 3
- Intervention Program Practice Research Design 3
- RC RC RC RC RC RC Responsive Classroom RC RC RC 3
- RC RC Classroom Practices Teacher Survey RC RC RC RC RC Classroom Practices Frequency Survey Classroom Practices Observation Measure RC 4
- Data Collection and Analysis 4
- RC RC M SD 4
- Findings Results 5
- Conclusions 5
- Appendices 7
- Appendix A. References 7
- Child Development 7
- Developmental Psychology 43 7
- American Journal of Community Psychology 41 7
- Health Education Research 18 7
- Classroom Practices Teacher 7
- Survey 7
- Classroom Practices Frequency 7
- Survey 7
- Review of Educational Research 78 7
- Estimating causal effects using experimental and observational designs 7
- Appendix B. Tables and Figures 8
- M SD M SD 8
- M SD M SD 8
- Measure-based model 13
- Practice-based model 13
