Research Links 'Responsive' Teaching to Academic Gains
Fifth graders in schools where teachers faithfully used the Responsive Classroom teaching approach performed better on statewide assessments of mathematics and reading skills than their peers at schools that did not use the social-emotional-learning program’s strategies as much, according to new research presented at a national conference here last week.
The findings, discussed at the fall meeting of the Society for Research on Educational Effectiveness , are part of a comprehensive, three-year study of the program, which trains 10,000 teachers each year. A team of researchers led by Sara Rimm-Kaufman, an associate professor of leadership, foundations, and policy at the University of Virginia in Charlottesville, has also been examining the program’s effect on teacher-student dynamics in the classroom and on standards-based math instruction. Those and other findings are being shared in a series of upcoming and recently published papers.
“When there’s top-notch research like [Ms. Rimm-Kaufman’s] showing positive effects academically for social- and emotional-learning programs, it’s a great contribution,” said Paul Goren, the vice president for research and knowledge use at the Collaborative for Academic, Social, and Emotional Learning , or CASEL, in Chicago. Responsive Classroom is one of 20 or so programs that will appear in the “2012 CASEL Guide on Effective Social and Emotional Learning Programs,” which is slated to be...
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