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ERIC Number: EJ909369
Record Type: Journal
Publication Date: 2011
Pages: 20
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1057-3569
The "Responsive Classroom" Approach and Its Implications for Improving Reading and Writing
McTigue, Erin M.; Rimm-Kaufman, Sara E.
Reading & Writing Quarterly, v27 n1-2 p5-24 2011
This article describes a social and emotional learning intervention, the "Responsive Classroom"[R] (RC) approach, which is designed to produce classroom environments conducive to learning. It summarizes a new body of research describing the efficacy of the RC approach. One component of the RC approach is the Morning Meeting. This article describes a set of Morning Meeting practices (and their rationale) that have been tailored toward promoting literacy skills. The goal of presenting the lesson plans for Morning Meeting practices is to help teachers see how literacy learning and socioemotional development can be intertwined creatively rather than viewed as 2 discrete sets of objectives requiring separate instructional practices. The new findings point to the contribution of the RC approach to improving reading and math test scores, enhancing social skills, and helping teachers to feel more positive and effective in the classroom. (Contains 1 figure and 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001