Sara Rimm-Kaufman
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Teachers’ judgments of problems in the transition to kindergarten
SE Rimm-Kaufman, RC Pianta, MJ Cox
Early childhood research quarterly 15 (2), 147-166, 2000
An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research
SE Rimm-Kaufman, RC Pianta
Journal of Applied developmental psychology 21 (5), 491-511, 2000
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.
SE Rimm-Kaufman, TW Curby, KJ Grimm, L Nathanson, LL Brock
Developmental psychology 45 (4), 958, 2009
The contributions of ‘hot’and ‘cool’executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten
LL Brock, SE Rimm-Kaufman, L Nathanson, KJ Grimm
Early Childhood Research Quarterly 24 (3), 337-349, 2009
Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the" responsive classroom" approach
SE Rimm-Kaufman, BE Sawyer
The Elementary School Journal 104 (4), 321-341, 2004
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions
KM Rudasill, SE Rimm-Kaufman
Early Childhood Research Quarterly 24 (2), 107-120, 2009
Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.
TW Curby, SE Rimm-Kaufman, CC Ponitz
Journal of educational psychology 101 (4), 912, 2009
The contribution of classroom setting and quality of instruction to children’s behavior in kindergarten classrooms
SE Rimm-Kaufman, KM La Paro, JT Downer, RC Pianta
The elementary school journal 105 (4), 377-394, 2005
Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom
SE Rimm-Kaufman, DM Early, MJ Cox, G Saluja, RC Pianta, RH Bradley, ...
Journal of Applied Developmental Psychology 23 (4), 451-470, 2002
How do classroom conditions and children's risk for school problems contribute to children's behavioral engagement in learning?
JT Downer, SE Rimm-Kaufman, RC Pianta
School Psychology Review 36 (3), 413-432, 2007
The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children
SE Rimm-Kaufman, MD Storm, BE Sawyer, RC Pianta, KM LaParo
Journal of school psychology 44 (2), 141-165, 2006
Kindergarten classroom quality, behavioral engagement, and reading achievement
CC Ponitz, SE Rimm-Kaufman, KJ Grimm, TW Curby
School Psychology Review 38 (1), 102-120, 2009
Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach
LL Brock, TK Nishida, C Chiong, KJ Grimm, SE Rimm-Kaufman
Journal of School Psychology 46 (2), 129-149, 2008
Patterns of family-school contact in preschool and kindergarten
SE Rimm-Kaufman, RC Pianta
School psychology review 28 (3), 426-438, 1999
Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach
SE Rimm‐Kaufman, YJI Chiu
Psychology in the Schools 44 (4), 397-413, 2007
The contribution of teachers' emotional support to children's social behaviors and self-regulatory skills in first grade
EG Merritt, SB Wanless, SE Rimm-Kaufman, C Cameron, JL Peugh
School Psychology Review 41 (2), 141-159, 2012
Introduction: An ecological approach to kindergarten transition
RC Pianta, SE Rimm-Kaufman, MJ Cox
The transition to kindergarten, 3-12, 1999
Father-school communication in preschool and kindergarten
SE Rimm-Kaufman, Y Zhang
School Psychology Review 34 (3), 287-308, 2005
Personality characteristics and teacher beliefs among pre-service teachers
LE Decker, SE Rimm-Kaufman
Teacher Education Quarterly 35 (2), 45-64, 2008
The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study
SE Rimm-Kaufman, X Fan, YJ Chiu, W You
Journal of School Psychology 45 (4), 401-421, 2007
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