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

The DOI matches its Crossref record; 38 of the 39 references it cites were found in a registry or an index.

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
DOI 10.1086/499756
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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.

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Crossref · 10.1086/499756

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38 of 38 references verified0 citation errors · 0 not checkable

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Citations

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Research works printed but not linked: 9

  1. 10.2307/1163326 · DOI
  2. Ervin, L. B. (2003). Teacher collaboration in the con-text of the "Responsive Classroom" approach. Unpublished doctoral dissertation, Univer-sity of Virginia, Charlottesville.
  3. 10.2307/1163531 · DOI
  4. 10.2307/1002017 · DOI
  5. 10.2307/1002181 · DOI
  6. 10.2307/3233567 · DOI
  7. 10.2307/1209253 · DOI
  8. 10.2307/1163128 · DOI
  9. 10.2307/1170546 · DOI

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Metadata

Authors
Rimm-Kaufman, S. E., & Sawyer, B. E.
Affiliations
University of Virginia (US)
ORCID
Sawyer, Brook E.
Venue
The Elementary School Journal
Publisher
University of Chicago Press
Published
2004-03
Volume
104
Issue
4
Pages
321-341
ISSN
  • 0013-5984 (ISSN-L)
  • 1554-8279
DOI
10.1086/499756
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

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