Sara E. Rimm‐Kaufman

Author

Also Known As

S. Rimm-Kaufman, SARA RIMM–KAUFMAN, Sara E Rimm-Kaufman, Sara E. Rimm-Kaufman, Sara E. Rimm‐Kaufman, Sara Rimm-Kaufman, Sara Rimm‐Kaufman, Sara E. Rimm‐Kaufman

137

Publications

10.7K

Citations

H-Index

161

Concepts

All Affiliations

University of Virginia Arizona State University George Mason University University of North Carolina at Chapel Hill Harvard University Press

About

Sara E. Rimm‐Kaufman is an author at University of Virginia specializing in education, teacher education, and child development.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	47	68	9.6K
2	Medicine	5	5	550
3	Language Studies	3	3	180
4	Engineering	1	1	35
5	Public Health	1	1	99

Sara E. Rimm‐Kaufman

Publications

10.4K

Citations

H-Index

Page 1

	Year	Citations
Teachers’ judgments of problems in the transition to kindergarten Sara E. Rimm‐Kaufman, Robert C. Pianta, Martha J. Cox Early Childhood Research Quarterly Early EducationTeacher EducationKindergarten EducationEducationPrimary Education	2000	1K
An Ecological Perspective on the Transition to Kindergarten Sara E. Rimm‐Kaufman, Robert C. Pianta Journal of Applied Developmental Psychology Early EducationKindergarten EducationEcological PerspectiveEducationPreschool Development	2000	900
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Sara E. Rimm‐Kaufman, Timothy W. Curby, Kevin J. Grimm, Developmental Psychology Kindergarten EducationEducationPreschool DevelopmentEarly Childhood EducationPsychology	2009	641
The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten Laura L. Brock, Sara E. Rimm‐Kaufman, Lori Nathanson, Early Childhood Research Quarterly Early EducationKindergarten Education’ Executive FunctionEducational PsychologyEarly Childhood Development	2009	534
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions Kathleen Moritz Rudasill, Sara E. Rimm‐Kaufman Early Childhood Research Quarterly Teacher EducationChild PsychologyTeacher–child InteractionsTeacher-student RelationEducation	2009	366
Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach Sara E. Rimm‐Kaufman, Brook E. Sawyer The Elementary School Journal Teacher EducationSelf-efficacy BeliefsPrimary-grade TeachersRc ApproachClassroom Practice	2004	322
Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Timothy W. Curby, Sara E. Rimm‐Kaufman, Claire Cameron Ponitz Journal of Educational Psychology Kindergarten EducationTeacher-student RelationEducationPreschool DevelopmentEarly Childhood Education	2009	292
The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms Sara E. Rimm‐Kaufman, Karen M. La Paro, Jason T. Downer, The Elementary School Journal	2005	276
To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Sara E. Rimm‐Kaufman, Alison E. Baroody, Ross Larsen, Journal of Educational Psychology Educational PsychologyTeacher-student RelationEducationEarly Childhood EducationPsychology	2014	231
Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom Sara E. Rimm‐Kaufman, Diane Early, Martha J. Cox, Journal of Applied Developmental Psychology Early EducationTeacher EducationBehavioral SciencesCompetent BehaviorKindergarten Classroom	2002	225

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