Sara Rimm-Kaufman headshot
SR

Sara Rimm-Kaufman

Professor
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Ruffner Hall 238
405 Emmet St S
Charlottesville, Virginia 22903
Education
Ph.D., Harvard University, 1996
M.A., Harvard University, 1993
B.S., University of Wisconsin-Madison, 1990
Biography

Rimm-Kaufman conducts research on elementary school classrooms with the goal of developing roadmaps for administrators and teachers making decisions for teachers and children. Her research examines the interactions between teachers and children and among the students' themselves. The work pays close attention to school and classroom experiences that support students' interest in learning, development of self-control, and social and emotional skills. In particular, she has had a steadfast commitment to examining ways of improving school experiences for students most at risk for school failure. Rimm-Kaufman coordinates the doctoral program in Educational Psychology-Applied Developmental Science. Rimm-Kaufman teaches courses in Learning and Development, Educational Psychology, and Social Development. See www.socialdevelopmentlab.org for information about research conducted by Sara Rimm-Kaufman and her team in the UVA Social Development Laboratory based at the Center for Advanced Study of Teaching and Learning.

The Virginia Education Sciences Pre-Doctoral Training Program
Source: U.S. Department Of Education
September 01, 2020 – August 31, 2025
The University of Virginia Post-Doctoral Education Science Training Program on English Learners (EL-VEST)
Source: U.S. Department Of Education
September 01, 2021 – August 31, 2025
University of Virginia Education Science (VEST) Interdisciplinary Post-Doctoral Training Program
Source: U.S. Department Of Education
September 01, 2017 – August 31, 2022
Compass Camp Evaluation
Source: Valor Collegiate Academies
July 01, 2021 – January 01, 2022
Becoming Ethical People: A Study of Character Development among Students in EL Education Schools
Source: EL Education
October 01, 2018 – September 30, 2021
Valor Academies Evaluation
Source: Valor Collegiate Academies
May 01, 2019 – June 30, 2021
CU- Improving Teacher Capacity to Implement High Quality Service Learning in Elementary Science Classrooms
Source: U.S. Department Of Education
July 01, 2015 – June 30, 2019
CU-UVA Postdoctoral Interdisciplinary Training Program in Education Science
Source: U.S. Department Of Education
September 01, 2013 – August 31, 2017
CU- Collaborative Work to Plan School Development and Change
Source: The Alleghany Foundation
March 16, 2015 – December 31, 2016
CU-CASTL Building Supports for Student Engagement in Learning During the Late Elementary School Years
Source: The DuBarry Foundation
January 01, 2012 – December 31, 2015
CU- Improving Teacher Capacity to Implement High Quality Service Learning in Elementary Science Classrooms
Source: U.S. Department Of Education
July 01, 2015 – July 01, 2015
CU-Courage in Schools Initiative
Source: Center for Courage & Renewal
February 01, 2012 – June 30, 2014
CU-EDLF Classroom Processes, Students' Engagement in Mathematics Instruction, and Mathematics Achievement
Source: U.S. NSF - Directorate For Ed. & Human Resources
September 01, 2008 – August 31, 2013
CU-Creation of a Responsive Classroom Implementation Monitoring Tool
Source: Northeast Foundation For Children
March 01, 2013 – August 31, 2013
CU-Interdisciplinary Postdoctoral Research Training Program in Education Sciences
Source: U.S. Department Of Education - Post Secondary Ed.
July 01, 2010 – August 31, 2013
EDLF 3160: Introduction to Educational Psychology
Credits: 3
Most college students have spent 16,000+ hours in educational settings. That's a lot of time devoted to learning new information. This course addresses questions such as: Why does learning take so long? What really happens inside the brain? What keeps people motivated to learn? Are some environments better than others for learning? What societal conditions impact learning? Are people similar or different in the way they learn?
EDLF 4993: Independent Study
Credits: 1–6
Independent Study
EDLF 4995: Directed Research
Credits: 1–6
Directed Research under supervision of faculty member.
EDLF 5010: Child Learning and Development
Credits: 3
This course examines children's learning and development in the elementary school grades. The course, designed for students who plan to become teachers, focuses on cognitive development (e.g., the role of the brain in learning, misconceptions, transfer) and social development (e.g., relationships, moral development). Three themes emerge: individual variability and diversity, development, and translation from research to practice.
EDLF 5980: Practicum
Credits: 1–6
Practicum
EDLF 5993: Independent Study
Credits: 1–6
Prerequisite: Instructor permission.
EDLF 8998: Masters Research Internship
Credits: 1–12
Designed to give masters students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Permission of Advisor
EDLF 9740: Internship in College Teaching or Supervision
Credits: 1–6
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities are arranged by the students with the assistance of the sponsoring faculty member.
EDLF 9993: Independent Study
Credits: 1–12
Under close faculty guidance, students work on an area of interest not covered by the curriculum. A plan of study must be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
EDLF 9995: Independent Research
Credits: 1–12
Independent Research
EDLF 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required.
EDLF 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.