Laura L. Brock, University of Virginia
Tracy K. Nishida
Sara E. Rimm-Kaufman
Abstract: This study examines the contribution of the Responsive Classroom (RC) Approach, an intervention that integrates social and academic learning, and analyzes the relation between teachers' use of RC, children's perceptions of their classroom, and children's academic and social performance. Three questions are examined: (a) What is the relation between children's perceptions of the classroom and social and academic outcomes over a three year period? (b) What is the contribution of the RC Approach for children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between the RC Approach and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over three years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between teacher's RC practices and child perceptions of the classroom and between RC practices and social and academic outcomes over time. However, results do not show child perceptions as a mediator of the relation between RC practices and child outcomes. Results are explained in terms of the contribution of teacher practices for children's perceptions and student performance.