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Sara E. Rimm‐Kaufman · Study
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Sara E. Rimm‐Kaufman
47 works
· latest 2022
· 1 institutions
cluster: provisional
ORCID 0000-0002-1354-8249
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47
Citations
9,588
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Most cited in this library
Teachers’ judgments of problems in the transition to kindergarten
2000 · 1,056 citations
An Ecological Perspective on the Transition to Kindergarten
2000 · 945 citations
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.
2009 · 653 citations
The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten
2009 · 536 citations
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions
2009 · 373 citations
Works
47 shown
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study
Educational Psychology Review
·
2022
·
4 authors
·
Open access
223
citations
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?
Early Childhood Research Quarterly
·
2017
·
4 authors
149
citations
Improving Students' Relationships with Teachers to Provide Essential Supports for Learning
PsycEXTRA Dataset
·
2017
·
2 authors
·
dataset
91
citations
Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth
Child Development
·
2016
·
3 authors
·
Open access
69
citations
Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?
Journal of School Psychology
·
2015
·
2 authors
·
Open access
215
citations
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
American Educational Research Journal
·
2015
·
4 authors
60
citations
Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients
American Journal of Evaluation
·
2014
·
3 authors
105
citations
To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?
Journal of Educational Psychology
·
2014
·
5 authors
241
citations
Efficacy of the Responsive Classroom Approach
American Educational Research Journal
·
2014
·
8 authors
192
citations
Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?
Journal of School Psychology
·
2013
·
3 authors
67
citations
The Responsive Classroom approach and fifth grade students’ math and science anxiety and self-efficacy.
School Psychology Quarterly
·
2013
·
4 authors
135
citations
Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability
Educational Studies in Mathematics
·
2013
·
5 authors
60
citations
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
·
2013
·
4 authors
85
citations
Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten
Early Education and Development
·
2012
·
4 authors
84
citations
The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade
School Psychology Review
·
2012
·
5 authors
221
citations
Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement
Early Childhood Research Quarterly
·
2010
·
2 authors
36
citations
The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality
Teachers College Record The Voice of Scholarship in Education
·
2010
·
2 authors
156
citations
Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade
The Elementary School Journal
·
2009
·
4 authors
115
citations
Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.
Journal of Educational Psychology
·
2009
·
3 authors
298
citations
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.
Developmental Psychology
·
2009
·
5 authors
653
citations
The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten
Early Childhood Research Quarterly
·
2009
·
4 authors
536
citations
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement
School Psychology Review
·
2009
·
4 authors
216
citations
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions
Early Childhood Research Quarterly
·
2009
·
2 authors
373
citations
Positive Mother–child Interactions in Kindergarten: Predictors of School Success in High School
School Psychology Review
·
2008
·
1 author
58
citations
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender
Early Education and Development
·
2008
·
4 authors
99
citations
Sense of School Community for Preschool Teachers Serving At-Risk Children
Early Education and Development
·
2008
·
3 authors
83
citations
Personality Characteristics and Teacher Beliefs among Pre-Service Teachers.
Teacher education quarterly (Claremont, Calif.)
·
2008
·
2 authors
116
citations
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning?
School Psychology Review
·
2007
·
3 authors
203
citations
Teacher collaboration in the context of theResponsive Classroomapproach
Teachers and Teaching
·
2007
·
2 authors
64
citations
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
·
2007
·
5 authors
219
citations
Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach
Psychology in the Schools
·
2007
·
2 authors
191
citations
The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study
Journal of School Psychology
·
2006
·
4 authors
155
citations
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
·
2006
·
5 authors
164
citations
Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool
Early Education and Development
·
2006
·
4 authors
147
citations
Infant Predictors of Kindergarten Behavior: The Contribution of Inhibited and Uninhibited Temperament Types
Behavioral Disorders
·
2005
·
2 authors
126
citations
Family-School Communication in Preschool and Kindergarten in the Context of a Relationship-Enhancing Intervention
Early Education and Development
·
2005
·
2 authors
101
citations
The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms
The Elementary School Journal
·
2005
·
4 authors
285
citations
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
·
2004
·
2 authors
324
citations
Improving the Sensitivity and Responsivity of Preservice Teachers Toward Young Children with Disabilities
Topics in Early Childhood Special Education
·
2003
·
4 authors
80
citations
A longitudinal study of mother–child interactions at school entry and social and academic outcomes in middle school
Journal of School Psychology
·
2003
·
3 authors
118
citations
Teacher-Rated Family Involvement and Children's Social and Academic Outcomes in Kindergarten
Early Education and Development
·
2003
·
4 authors
121
citations
Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom
Journal of Applied Developmental Psychology
·
2002
·
7 authors
227
citations
Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s Kindergarten Transition Intervention☆
Early Childhood Research Quarterly
·
2001
·
5 authors
126
citations
An Ecological Perspective on the Transition to Kindergarten
Journal of Applied Developmental Psychology
·
2000
·
2 authors
945
citations
Teachers’ judgments of problems in the transition to kindergarten
Early Childhood Research Quarterly
·
2000
·
3 authors
1,056
citations
Patterns of Family-School Contact in Preschool and Kindergarten
School Psychology Review
·
1999
·
2 authors
164
citations
The effectiveness of adult volunteer tutoring on reading among “at risk” first grade children
Reading Research and Instruction
·
1998
·
3 authors
36
citations