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ERIC Number: ED530608
Record Type: Non-Journal
Publication Date: 2012
Pages: 11
Abstractor: ERIC
Reference Count: 29
ISBN: N/A
ISSN: N/A
The "How" and "For Whom" of Program Effectiveness: Dissecting the "Responsive Classroom"[R] Approach in Relation to Academic Achievement
Abry, Tashia; Rimm-Kaufman, Sara E.; Hulleman, Chris S.; Thomas, Julie; Ko, Michelle
Society for Research on Educational Effectiveness
In the context of an experimental trial, the authors examined variability in treatment and control teachers' use of several "Responsive Classroom" (RC) practices to predict students' 4th grade academic achievement. Further, they examined the extent to which use of the "RC" practices is differentially important for subgroups of students. They conducted analyses corresponding to two research questions. First what is the relative contribution of practice-specific indices of teachers' use of "RC" practices on 4th grade students' mathematics and reading achievement? Second, to what extent are these associations moderated by student characteristics including initial achievement and gender? (Contains 2 tables and 2 figures.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Assessments and Surveys: Stanford Achievement Tests