Empirical benchmarks for changes in social and emotional skills over time von Soland, James, Rimm‐Kaufman, Sara E., Kuhfeld, Megan, Ventura‐Abbas, Nadia

Volltext

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? von Martin, Daniel P., Rimm-Kaufman, Sara E.

Volltext

Social and emotional competency development from fourth to 12th grade: Relations to parental education and gender von Rimm-Kaufman, Sara E, Soland, James, Kuhfeld, Megan

Volltext

Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth von Sandilos, Lia E., Rimm-Kaufman, Sara E., Cohen, Julia J.

Volltext

The Contribution of Children's Self-Regulation and Classroom Quality to Children's Adaptive Behaviors in the Kindergarten Classroom von Rimm-Kaufman, Sara E, Curby, Tim W, Grimm, Kevin J, Nathanson, Lori, Brock, Laura L

Volltext

To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning? von Rimm-Kaufman, Sara E., Baroody, Alison E., Larsen, Ross A. A., Curby, Timothy W., Abry, Tashia

Volltext

Teacher-Child Interactions and Children's Achievement Trajectories Across Kindergarten and First Grade von Curby, Timothy W, Rimm-Kaufman, Sara E, Ponitz, Claire Cameron

Volltext

Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms? von Sandilos, Lia E., Goble, Priscilla, Rimm-Kaufman, Sara E., Pianta, Robert C.

Volltext

Making connections: Elementary students’ ideas about electricity and energy resources von Merritt, Eileen G., Bowers, Nicole, Rimm-Kaufman, Sara E.

Volltext

The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten von Brock, Laura L., Rimm-Kaufman, Sara E., Nathanson, Lori, Grimm, Kevin J.

Volltext

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions von Rudasill, Kathleen Moritz, Rimm-Kaufman, Sara E.

Volltext

Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients von Abry, Tashia, Hulleman, Chris S., Rimm-Kaufman, Sara E.

Volltext

The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality von Rimm-Kaufman, Sara E., Hamre, Bridget K.

Volltext

Promoting fourth-grade students' autonomy, competence, and relatedness through service-learning von Lapan, Candace, Rimm-Kaufman, Sara E., Merritt, Eileen G.

Volltext

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality von Abry, Tashia, Rimm-Kaufman, Sara E., Curby, Timothy W.

Volltext

Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors von Doyle, Nicole B., Downer, Jason T., Rimm-Kaufman, Sara E.

Volltext

Can service-learning boost science achievement, civic engagement, and social skills? A randomized controlled trial of Connect Science von Rimm-Kaufman, Sara E., Merritt, Eileen G., Lapan, Candace, DeCoster, Jamie, Hunt, Ashley, Bowers, Nicole

Volltext

Igniting kid power: The impact of environmental service-learning on elementary students' awareness of energy problems and solutions von Merritt, Eileen G., Weinberg, Andrea E., Lapan, Candace, Rimm-Kaufman, Sara E.

Volltext

Empowering community-changers: Developing civic efficacy in elementary classrooms von Pfister, Theresa A., Rimm-Kaufman, Sara E., Merritt, Eileen G., Konold, Timothy R.

Volltext

CLASSROOM QUALITY AND STUDENT BEHAVIOR TRAJECTORIES IN ELEMENTARY SCHOOL von Griggs, Marissa Swaim, Mikami, Amori Yee, Rimm-Kaufman, Sara E.

Volltext