All Stories

  1. Revisiting Jerome Kagan and his research legacy: An introduction to a special issue of Developmental Psychology.

    Article • Developmental Psychology, November 2024, American Psychological Association (APA)

    Koraly Perez-Edgar, Sara Rimm-Kaufman

  2. “They’re Going Through Something, Too”: The Challenges and Opportunities of Empathy and Prosocial Behavior in Middle School

    Article • The Journal of Early Adolescence, October 2024, SAGE Publications

    Sara Rimm-Kaufman

  3. “The most important part of empathy is…being able to help”: Empathy definitions and teaching practices in middle school

    Article • Applied Developmental Science, June 2024, Taylor & Francis

    Sara Rimm-Kaufman

  4. Social and Emotional Learning: Changes in Development from Grades Four to Twelve

    Article • American Psychologist, May 2024, American Psychological Association (APA)

    Sara Rimm-Kaufman

  5. Evidence-based teaching: effective teaching practices in primary school classrooms

    Article • London Review of Education, March 2024, UCL Press

    Sara Rimm-Kaufman

  6. Promoting fourth-grade students’ autonomy, competence, and relatedness through service-learning

    Article • Applied Developmental Science, December 2022, Taylor & Francis

    Sara Rimm-Kaufman

  7. Empowering community-changers: Developing civic efficacy in elementary classrooms

    Article • Applied Developmental Science, October 2022, Taylor & Francis

    Sara Rimm-Kaufman

  8. Empirical benchmarks for changes in social and emotional skills over time

    Article • Child Development, February 2022, Wiley

    Sara Rimm-Kaufman

  9. Can service-learning boost science achievement, civic engagement, and social skills? A randomized controlled trial of Connect Science

    Article • Journal of Applied Developmental Psychology, May 2021, Elsevier

    Sara Rimm-Kaufman

  10. Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms

    Article • Journal of Science Teacher Education, August 2019, Taylor & Francis

    Nicole Bowers, Sara Rimm-Kaufman

  11. Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality

    Article • Prevention Science, December 2016, Springer Science + Business Media

    Sara Rimm-Kaufman

  12. Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth

    Article • Child Development, December 2016, Wiley

    Sara Rimm-Kaufman

  13. Scaffolding English language learners' mathematical talk in the context of Calendar Math

    Article • The Journal of Educational Research, September 2016, Taylor & Francis

    Sara Rimm-Kaufman

  14. Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students

    Article • The Journal of Educational Research, July 2016, Taylor & Francis

    Sara Rimm-Kaufman

  15. CLASSROOM QUALITY AND STUDENT BEHAVIOR TRAJECTORIES IN ELEMENTARY SCHOOL

    Article • Psychology in the Schools, June 2016, Wiley

    Sara Rimm-Kaufman

  16. A multi-method approach for describing the contributions of student engagement on fifth grade students' social competence and achievement in mathematics

    Article • Learning and Individual Differences, May 2016, Elsevier

    Sara Rimm-Kaufman

  17. Applications of Psychological Safety to Developmental Science: Reflections and Recommendations for Next Steps

    Article • Research in Human Development, January 2016, Taylor & Francis

    Sara Rimm-Kaufman

  18. Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

    Article • Journal of School Psychology, October 2015, Elsevier

    Sara Rimm-Kaufman

  19. Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach

    Article • American Educational Research Journal, August 2015, American Educational Research Association (AERA)

    Sara Rimm-Kaufman

  20. To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?

    Article • Journal of Educational Psychology, February 2015, American Psychological Association (APA)

    Sara Rimm-Kaufman

  21. Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

    Article • Prevention Science, December 2014, Springer Science + Business Media

    Sara Rimm-Kaufman

  22. Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients

    Article • American Journal of Evaluation, November 2014, SAGE Publications

    Sara Rimm-Kaufman

  23. Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

    Article • Prevention Science, October 2014, Springer Science + Business Media

    Sara Rimm-Kaufman

  24. HOW HOMES INFLUENCE SCHOOLS: EARLY PARENTING PREDICTS AFRICAN AMERICAN CHILDREN'S CLASSROOM SOCIAL-EMOTIONAL FUNCTIONING

    Article • Psychology in the Schools, July 2014, Wiley

    Sara Rimm-Kaufman

  25. Efficacy of the Responsive Classroom Approach

    Article • American Educational Research Journal, June 2014, American Educational Research Association (AERA)

    Sara Rimm-Kaufman

  26. Delay of gratification in first grade: The role of instructional context

    Article • Learning and Individual Differences, January 2014, Elsevier

    Sara Rimm-Kaufman

  27. The Responsive Classroom approach and fifth grade students’ math and science anxiety and self-efficacy.

    Article • School Psychology Quarterly, December 2013, American Psychological Association (APA)

    Sara Rimm-Kaufman

  28. Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade

    Article • Learning Environments Research, October 2013, Springer Science + Business Media

    Sara Rimm-Kaufman

  29. Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

    Article • Journal of School Psychology, October 2013, Elsevier

    Sara Rimm-Kaufman

  30. The influence of fidelity of implementation on teacher–student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach

    Article • Journal of School Psychology, August 2013, Elsevier

    Sara Rimm-Kaufman

  31. Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability

    Article • Educational Studies in Mathematics, July 2013, Springer Science + Business Media

    Sara Rimm-Kaufman

  32. Does the Responsive Classroom Approach Affect the Use of Standards-Based Mathematics Teaching Practices?

    Article • The Elementary School Journal, March 2013, University of Chicago Press

    Sara Rimm-Kaufman

  33. Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten

    Article • Early Education and Development, November 2012, Taylor & Francis

    Sara Rimm-Kaufman

  34. Setting-Level Influences on Implementation of the Responsive Classroom Approach

    Article • Prevention Science, October 2012, Springer Science + Business Media

    Sara Rimm-Kaufman

  35. Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement

    Article • Early Childhood Research Quarterly, April 2011, Elsevier

    Sara Rimm-Kaufman

  36. The Responsive Classroom Approach and Its Implications for Improving Reading and Writing

    Article • Reading & Writing Quarterly, December 2010, Taylor & Francis

    Sara Rimm-Kaufman

  37. Relationships Among Informant Based Measures of Social Skills and Student Achievement: A Longitudinal Examination of Differential Effects by Sex

    Article • Applied Developmental Science, January 2010, Taylor & Francis

    Sara Rimm-Kaufman

  38. Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

    Article • The Elementary School Journal, December 2009, University of Chicago Press

    Sara Rimm-Kaufman

  39. Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.

    Article • Journal of Educational Psychology, November 2009, American Psychological Association (APA)

    Sara Rimm-Kaufman

  40. Kindergarten Adjustment Difficulty: The Contribution of Children's Effortful Control and Parental Control

    Article • Early Education and Development, September 2009, Taylor & Francis

    Sara Rimm-Kaufman

  41. The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.

    Article • Developmental Psychology, July 2009, American Psychological Association (APA)

    Sara Rimm-Kaufman

  42. The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

    Article • Early Childhood Research Quarterly, July 2009, Elsevier

    Sara Rimm-Kaufman

  43. Introduction to the Special Issue on Data-Based Investigations of the Quality of Preschool and Early Child Care Environments

    Article • Early Education and Development, April 2009, Taylor & Francis

    Sara Rimm-Kaufman

  44. Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

    Article • Early Childhood Research Quarterly, April 2009, Elsevier

    Sara Rimm-Kaufman

  45. The role of social competence in predicting gifted enrollment

    Article • Psychology in the Schools, August 2008, Wiley

    Sara Rimm-Kaufman

  46. Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender

    Article • Early Education and Development, August 2008, Taylor & Francis

    Sara Rimm-Kaufman

  47. Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach

    Article • Journal of School Psychology, April 2008, Elsevier

    Sara Rimm-Kaufman

  48. Ideology and Intuition in Moral Education

    Article • International Journal of Developmental Science, January 2008, SAGE Publications

    Sara Rimm-Kaufman

  49. The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study

    Article • Journal of School Psychology, August 2007, Elsevier

    Sara Rimm-Kaufman

  50. Teacher collaboration in the context of theResponsive Classroomapproach

    Article • Teachers and Teaching, May 2007, Taylor & Francis

    Sara Rimm-Kaufman

  51. Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach

    Article • Psychology in the Schools, March 2007, Wiley

    Sara Rimm-Kaufman

  52. Kindergarten to 1st Grade: Classroom Characteristics and the Stability and Change of Children's Classroom Experiences

    Article • Journal of Research in Childhood Education, June 2006, Taylor & Francis

    Sara Rimm-Kaufman

  53. The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children

    Article • Journal of School Psychology, April 2006, Elsevier

    Sara Rimm-Kaufman

  54. Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool

    Article • Early Education and Development, January 2006, Taylor & Francis

    Sara Rimm-Kaufman

  55. Family-School Communication in Preschool and Kindergarten in the Context of a Relationship-Enhancing Intervention

    Article • Early Education and Development, July 2005, Taylor & Francis

    Sara Rimm-Kaufman

  56. The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

    Article • The Elementary School Journal, March 2005, University of Chicago Press

    Sara Rimm-Kaufman

  57. Improving the Sensitivity and Responsivity of Preservice Teachers Toward Young Children with Disabilities

    Article • Topics in Early Childhood Special Education, July 2003, SAGE Publications

    Sara Rimm-Kaufman

  58. Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom

    Article • Journal of Applied Developmental Psychology, November 2002, Elsevier

    Sara Rimm-Kaufman

  59. The behavioral and emotional correlates of epilepsy in adolescence: a 7-year follow-up study

    Article • Epilepsy & Behavior, August 2002, Elsevier

    Sara Rimm-Kaufman

  60. Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s Kindergarten Transition Intervention☆

    Article • Early Childhood Research Quarterly, March 2001, Elsevier

    Sara Rimm-Kaufman

  61. The effectiveness of adult volunteer tutoring on reading among “at risk” first grade children

    Article • Reading Research and Instruction, December 1998, Taylor & Francis

    Sara Rimm-Kaufman

  62. Asymmetry of finger temperature and early behavior

    Article • Developmental Psychobiology, December 1995, Wiley

    Sara Rimm-Kaufman

  63. The Social Ecology of the Transition to School: Classrooms, Families, and Children

    Article • Wiley

    Sara Rimm-Kaufman