Alison E. Baroody

TL;DR: This article examined concurrent teacher-student interaction quality and 5th graders' engagement in mathematics classrooms and considered how teacher interaction quality relates to engagement differently for boys and girls, and found that teachers in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement, but not in observed or teacher-reported engagement.

TL;DR: In this article, a randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement and found that use of RC practices mediated the relation between treatment assignment and improved math and reading achievement.

TL;DR: In this article, the authors examined multiple approaches to measuring preschool children's literacy interest and engagement (i.e., parent-, teacher-, child reported child literacy interest, and observer-reported child literacy engagement) in a sample of 167 four-and five-year-old children (M ǫ = 56.62 months, SD Â= 6.01) enrolled in Head Start.

TL;DR: The Responsive Classroom (RC) approach as discussed by the authors is an instructional delivery and social-emotional learning intervention designed to provide teachers with skills needed to create caring, well-managed classro...