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Rimm-Kaufman Summary
Whitley Montgomery
Sara E. Rimm-Kaufman and her colleagues conducted a study that proposed three
questions. The first question was: To what extent do observationally based, teacher-reported,
Their hypothesis was that there would be varied approaches to measurement that would provide
different perspectives on engagement. Their second question: To what extent do the quality of
hypothesized that there would be a higher engagement in girls than boys and a higher quality
teacher-student interaction predict student engagement differently for boys and girls? (2014).
Their hypothesis was that they expected higher quality teacher-student interactions would be
Method
The participants the study included was from schools located in a suburban district in a
Mid-Atlantic state. Sixty-three fifth grade teachers were chosen and 387 fifth grade students
were chosen for this study. The teachers would inform researchers of the typical days for math
and the researchers would come for observation (2014). The observations were scheduled for
three different days and each observation was 63 minutes long. The first researcher assistant
videotaped the classroom before the math transition, the second researcher assistant conducted
two 4-min observations of each child and submit a rating while the teacher was being observed
as well (2014). After the observation the children were given a questionnaire about their
engagement in mathematics for that day. The videotapes were then sent to the lab.
RIMM-KAUFMAN SUMMARY 3
Results
of observed behavioral engagement (2014). Those (students) in classes that gave them higher
levels of emotional support had a higher reported emotional, social, and cognative engagement
when focusing on mathematics. Boys were reported with higher cognitive and emotional
engagement in organized classrooms; and they had higher social engagement than girls in
classrooms with higher instructional support. Rimm-Kaufman and her colleagues finish by