Concepedia

Responsive Classroom Discussion

Responsive Classroom Discussion is a pedagogical discourse practice that belongs to the category of culturally responsive teaching strategies, distinguished by its intentional integration of students’ cultural frames of reference, lived experiences, and communicative styles to foster inclusive, academically rigorous dialogue that affirms identity and promotes equitable participation in learning.

109

Publications

4.5K

Citations

250

Authors

113

Institutions

Publications per year

2017–2026

28

Parents

Publications

109

Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach

Laura L. Brock, Tracy K. Nishida, Cynthia Chiong et al. · Journal of School Psychology · 2007 · 219 citations

, , +17

Scaffolding Student Talk: One Teacher's Role in Literature Discussion Groups

Beth Maloch · Reading Research Quarterly · 2002 · 190 citations

, , +16

Distancing Strategies

Kim A. Case, Annette Hemmings · Urban Education · 2005 · 179 citations

, , +17

The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study

Sara E. Rimm‐Kaufman, Xitao Fan, Yu‐Jen I. Chiu et al. · Journal of School Psychology · 2006 · 157 citations

, , +16

Teaching Social Workers about Trauma: Reducing the Risks of Vicarious Traumatization in the Classroom

Maddy Cunningham · Journal of Social Work Education · 2004 · 141 citations

, , +15

1–5 of 109

Authors

250

  1. SE
    Sara E. Rimm‐Kaufman

    University of Virginia, United States

    6 publications · 675 citations

    6

    h-index

  2. CL
    Christine L. Patton

    University of Virginia, United States

    3 publications · 216 citations

    3

    h-index

  3. RL
    Ross Larsen

    Brigham Young University, United States

    2 publications · 115 citations

    2

    h-index

  4. DS
    Dorothy S. Strickland

    Rutgers Sexual and Reproductive Health and Rights, Netherlands

    2 publications · 44 citations

    2

    h-index

  5. SB
    Shannon B. Wanless

    University of Pittsburgh, United States

    2 publications · 82 citations

    2

    h-index

1–5 of 250

Institutions

113

  1. University of Virginia

    Charlottesville, United States

    6 h-index

    18 publications

    2.5K citations

  2. Harvard University

    Cambridge, United States

    4 h-index

    5 publications

    264 citations

  3. The University of Texas at Austin

    Austin, United States

    3 h-index

    8 publications

    415 citations

  4. Columbia University

    New York, United States

    2 h-index

    2 publications

    201 citations

  5. University of Hawaiʻi at Mānoa

    Honolulu, United States

    2 h-index

    4 publications

    88 citations

  6. University of Pittsburgh

    Pittsburgh, United States

    2 h-index

    2 publications

    82 citations

  7. Vanderbilt University

    Nashville, United States

    2 h-index

    2 publications

    41 citations

  8. Arizona State University

    Tempe, United States

    2 h-index

    2 publications

    115 citations

1–8 of 113

Venues

  1. Language Arts

    LA · 4 publications · 102 citations

    4

    h-index

  2. Teaching and Teacher Education

    4 publications · 227 citations

    4

    h-index

  3. Learning Culture and Social Interaction

    4 publications · 83 citations

    4

    h-index

  4. The Reading Teacher

    RT · 3 publications · 136 citations

    3

    h-index

  5. Phi Delta Kappan

    3 publications · 47 citations

    3

    h-index

1–5