American Educational Research Journal · 2014 · 183 citations · 58 references
EducationInstructionTeachingClassroom ManagementMathematics InstructionReading DevelopmentBehavioral InterventionsEvidence-based InterventionsFidelity Of ImplementationPerformance In EducationReading InterventionClassroom Behavior InterventionClassroom-based InterventionControlled Field TrialsField Trial EvaluationResponsive Teaching In MathematicsSchool EffectivenessStudent Achievement EvidenceStudent Responsiveness
This randomized controlled field trial examined the efficacy of the Responsive Classroom ( RC) approach on student achievement. Schools ( n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at schools assigned to the control condition in math or reading achievement. Use of RC practices mediated the relation between treatment assignment and improved math and reading achievement. Effect sizes (ES) were calculated as standardized coefficients. ES relations between use of RC practices and achievement were .26 for math and .30 for reading. The RC practices and math achievement relation was greater for students with low initial math achievement (ES = .89). Results emphasize fidelity of implementation.
58
Missing data: Our view of the state of the art.
Joseph L. Schafer, J. A. Graham · Psychological Methods · 2002 · 10.9K citations
School readiness and later achievement.
Greg J. Duncan, Chantelle Dowsett, Amy Claessens et al. · Developmental Psychology · 2007 · 5.4K citations