Efficacy of the 'Responsive Classroom' Approach: Results from a 3-Year, Longitudinal Randomized Controlled Trial

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

37

Institute of Education Sciences (ED)

R305A070063
R305B060009
R305B040049

Longitudinal Studies; Classroom Environment; Classroom Techniques; Academic Achievement; Intervention; Experimental Groups; Control Groups; Mathematics Achievement; Reading Achievement; Effect Size; Educational Practices; Fidelity; Curriculum Implementation; Lunch Programs; Eligibility; Classroom Observation Techniques; Questionnaires; Likert Scales; Structural Equation Models; Correlation; Teaching Methods; Educational Strategies; Student Development; Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5

10.3102/0002831214523821

0002-8312

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 0.26 for math and 0.30 for reading. The RC practices and math achievement relation was greater for students with low initial math achievement (ES = 0.89). Results emphasize fidelity of implementation.

As Provided

81

Does Not Meet Evidence Standards

Yes

2014

EJ1033797