Cited by 326Teacher Education and Leadership StudiesEarly Childhood Education and DevelopmentEducational Environments and Student Outcomes

Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach

Rimm-Kaufman, Sara E., Sawyer, Brook E.·2004·The Elementary School Journal

Abstract

In this study we examined the ways in which experience with a relational approach to education, the Responsive Classroom (RC) Approach, related to teachers' beliefs, attitudes, and teaching priorities. Questionnaire and Q-sort data were collected for a sample of 69 teachers in grades kindergarten through 3 at 6 schools (3 schools in their first year of RC implementation and 3 comparison schools) in a district with a diverse student body (54% ethnic minorities, 35% eligible for free or reduced-price lunch). Findings showed that teachers who reported using more RC practices reported greater self-efficacy beliefs and teaching practice priorities that were consistent with those of the RC approach. Teachers at RC schools were also more likely to report positive attitudes toward teaching as a profession and to hold disciplinary and teaching practice priorities that were aligned with the goals of the RC approach. Findings are discussed in relation to the teacher and school changes that accompanied implementation of the RC approach.

Integrity signals

Registry

Crossref · 10.1086/499756

Cites

38 of 38 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cites

Flagged first, then by citations

1 of the 39 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Authors
Rimm-Kaufman, S. E., & Sawyer, B. E.
Affiliations
University of Virginia (US)
Venue
The Elementary School Journal
Published
2004-03
Volume
104
Issue
4
Pages
321-341
ISSN
  • 0013-5984 (ISSN-L)
  • 1554-8279
OpenAlex
W1965587560
Cited by
325
References
39
Citations by year
2026: 7 · 2025: 8 · 2024: 8 · 2023: 15 · 2022: 22 · 2021: 7 · 2020: 54 · 2019: 18 · 2018: 11 · 2017: 22 · 2016: 21 · 2015: 13 · 2014: 23 · 2013: 18 · 2012: 18
FWCI
25.93
Type
journal article
Language
en
Open access
closed
Locations
The Elementary School Journal (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Education › Educational Environments and Student Outcomes
Keywords
Responsive Classroom, teacher self-efficacy, teacher attitudes toward teaching, classroom discipline, primary school teachers, early childhood education, school change, program implementation

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review