TY  - JOUR
PY  - 2004//
TI  - Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the responsive classroom approach
JO  - Elementary school journal
A1  - Rimm-Kaufman, Sara E.
A1  - Sawyer, Brook E.
SP  - 321
EP  - 341
VL  - 104
IS  - 4
N2  - In this study we examined the ways in which experience with a relational approach to education, the Responsive Classroom (RC) Approach, related to teachers' beliefs, attitudes, and teaching priorities. Questionnaire and Q-sort data were collected for a sample of 69 teachers in grades kindergarten through 3 at 6 schools (3 schools in their first year of RC implementation and 3 comparison schools) in a district with a diverse student body (54% ethnic minorities, 35% eligible for free or reduced-price lunch). Findings showed that teachers who reported using more RC practices reported greater self-efficacy beliefs and teaching practice priorities that were consistent with those of the RC approach. Teachers at RC schools were also more likely to report positive attitudes toward teaching as a profession and to hold disciplinary and teaching practice priorities that were aligned with the goals of the RC approach. Findings are discussed in relation to the teacher and school changes that accompanied implementation of the RC approach. (Abstract Adapted from Source: The Elementary School Journal, 2004. Copyright © 2004 by The University of Chicago Press)  School Discipline School Personnel Perceptions Adult Attitudes Adult Beliefs Adult Perceptions Grade K Grade 1 Grade 2 Grade 3 Elementary School Student Classroom Management 06-06<p />
LA  - 
SN  - 0013-5984
UR  - http://dx.doi.org/
ID  - ref1
ER  -