The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach

Journal of School Psychology

Volumn 51, Issue 4, 2013, Pages 437-453

  Abry, Tashia ^a   Rimm Kaufman, Sara E ^b   Larsen, Ross A ^b   Brewer, Alexis J ^b  

^a ARIZONA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

Author keywords

Fidelity of implementation; Responsive Classroom approach; Social and emotional learning; Structural equation modeling; Teacher quality; Teacher student interaction

Indexed keywords

ADULT; ARTICLE; CHILD; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FEMALE; FIDELITY OF IMPLEMENTATION; HUMAN; HUMAN RELATION; LEARNING; LONGITUDINAL STUDY; MALE; METHODOLOGY; MIDDLE AGED; PHYSIOLOGY; PSYCHOLOGICAL ASPECT; RANDOMIZED CONTROLLED TRIAL; RESPONSIVE CLASSROOM APPROACH; SCHOOL; SOCIAL AND EMOTIONAL LEARNING; STANDARD; STATISTICAL MODEL; STRUCTURAL EQUATION MODELING; STUDENT; TEACHER QUALITY; TEACHER-STUDENT INTERACTION; TEACHING; UNIVERSITY;

FIDELITY OF IMPLEMENTATION; RESPONSIVE CLASSROOM APPROACH; SOCIAL AND EMOTIONAL LEARNING; STRUCTURAL EQUATION MODELING; TEACHER QUALITY; TEACHER-STUDENT INTERACTION;

ADULT; CHILD; FACULTY; FEMALE; HUMANS; INTERPERSONAL RELATIONS; LEARNING; LONGITUDINAL STUDIES; MALE; MIDDLE AGED; MODELS, STATISTICAL; SCHOOLS; STUDENTS; TEACHING;

EID: 84880623939     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2013.03.001     Document Type: Article

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