Does the Responsive Classroom Approach Affect the Use of Standards-Based Mathematics Teaching Practices?: Results from a Randomized Controlled Trial
Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Berry, Robert Q.; Larsen, Ross A. (2013). Elementary School Journal, v113 n3 p434-457. Retrieved from: https://eric.ed.gov/?id=EJ1013947
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examining2,904Students, grades2-5
Single Study Review
Review Details
Reviewed: November 2021
- Single Study Review (findings for Responsive Classroom)
- Randomized Controlled Trial
- Meets WWC standards with reservations because it is a compromised cluster randomized controlled trial, but it satisfies the baseline equivalence requirement for the individuals in the analytic intervention and comparison groups.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Reading achievement |
Responsive Classroom vs. Business as usual |
0 Days |
Full sample;
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492.30 |
501.21 |
No |
-- |
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Math achievement |
Responsive Classroom vs. Business as usual |
0 Days |
Full sample;
|
526.31 |
534.45 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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28% English language learners -
Female: 49%
Male: 51% -
Suburban
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Virginia
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Race Asian 19% Black 11% Other or unknown 29% White 41% -
Ethnicity Hispanic 24% Not Hispanic or Latino 76%
Study Details
Setting
This study was conducted in 24 elementary schools in a Virginia school district.
Study sample
Teachers (95 taught third grade, 92 taught fourth grade, and 89 taught fifth grade) were predominantly female (90%) and had, on average, 10 years of experience. Teachers were predominantly White (84%). Students were about evenly split in terms of sex (49% female) and almost one-third (32%) were eligible for free or reduced-price lunch. The sample included students who were White (41%), Black (11%), Asian (19%), Hispanic (24%), and other (5%). Schools identified 28 percent of the students as English language learners.
Intervention Group
The Responsive Classroom (RC) approach is intended to help teachers create a supportive and safe environment for learning that reduces students' anxiety and increases their feelings of self-efficacy. In this case, the aim was to improve teachers' mathematics teaching practices but also develop classroom practices that support students' social and emotional learning. These practices are intended to be implemented throughout the day, and not just as part of particular lessons. Nine key practices are implemented over 2 years. The first year includes Morning Meeting, Rule Creation, Interactive Modeling, Positive Teacher Language, and Logical Consequences. The second year consists of Guided Discovery, Academic Choice, Classroom Organization, and Collaborative Problem Solving.
Comparison Group
The comparison condition was business as usual, which used a combination of textbooks and implemented the district testing frameworks and pacing guides to direct instruction. Teachers in this condition may still have used community building techniques, may have set clear behavioral expectations, and may also have used a guided discovery approach to teaching mathematics (guided discovery is not unique to RC).
Support for implementation
Teachers received training in the RC approach that included two 1-week training sessions over two consecutive summers. Teachers received 3 days of school-based coaching and opportunities to engage in three RC workshops during each school year subsequent to training. They also received RC manuals, two additional RC books, on-demand support (in person and through email) from coaches, and articles on the RC website. Administrators received training and three sessions per year of administrator coaching led by the developer, Northeast Foundation for Children (NEFC). NEFC consultants also met with each administrator for a planned meeting in fall and spring. Each school received a full set of RC books for their library.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
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The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
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The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
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Study findings for this report.
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non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).