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Robert C. Pianta
Robert C. Pianta
Professor of Education, University of Virginia
Verified email at virginia.edu
Title
Cited by
Cited by
Year
Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade
BK Hamre, RC Pianta
Child development 72 (2), 625-638, 2001
48082001
Classroom Assessment Scoring System™: Manual K-3.
RC Pianta, KM La Paro, BK Hamre
Paul H Brookes Publishing, 2008
33302008
Enhancing relationships between children and teachers.
RC Pianta
American Psychological Association, 1999
29271999
Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure?
BK Hamre, RC Pianta
Child development 76 (5), 949-967, 2005
26522005
Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills
AJ Mashburn, RC Pianta, BK Hamre, JT Downer, OA Barbarin, D Bryant, ...
Child development 79 (3), 732-749, 2008
23632008
Teacher-child relationships and children's success in the first years of school
RC Pianta, MW Stuhlman
School psychology review 33 (3), 444-458, 2004
16642004
Teachers’ judgments of problems in the transition to kindergarten
SE Rimm-Kaufman, RC Pianta, MJ Cox
Early childhood research quarterly 15 (2), 147-166, 2000
16492000
Ready to learn? Children's pre-academic achievement in pre-kindergarten programs
C Howes, M Burchinal, R Pianta, D Bryant, D Early, R Clifford, O Barbarin
Early childhood research quarterly 23 (1), 27-50, 2008
15382008
Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity
RC Pianta, BK Hamre
Educational researcher 38 (2), 109-119, 2009
14902009
The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment
RC Pianta, MS Steinberg, KB Rollins
Development and psychopathology 7 (2), 295-312, 1995
14331995
An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research
SE Rimm-Kaufman, RC Pianta
Journal of Applied developmental psychology 21 (5), 491-511, 2000
13592000
Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs
DM Early, KL Maxwell, M Burchinal, S Alva, RH Bender, D Bryant, K Cai, ...
Child development 78 (2), 558-580, 2007
13052007
Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?
R Pianta, C Howes, M Burchinal, D Bryant, R Clifford, D Early, O Barbarin
Applied developmental science 9 (3), 144-159, 2005
12602005
Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories
MR Burchinal, E Peisner-Feinberg, R Pianta, C Howes
Journal of school psychology 40 (5), 415-436, 2002
11672002
High-risk children in schools: Constructing sustaining relationships
R Pianta, D Walsh
Routledge, 2014
11382014
Student-teacher relationship scale: Professional manual
RC Pianta
Psychological Assessment Resources, 2001
10742001
Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions
RC Pianta, BK Hamre, JP Allen
Handbook of research on student engagement, 365-386, 2012
10372012
Recent trends in research on teacher–child relationships
TJ Sabol, RC Pianta
Attachment & human development 14 (3), 213-231, 2012
9922012
The classroom assessment scoring system: Findings from the prekindergarten year
KM La Paro, RC Pianta, M Stuhlman
The elementary school journal 104 (5), 409-426, 2004
9792004
The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes
RC Pianta, KM La Paro, C Payne, MJ Cox, R Bradley
The elementary school journal 102 (3), 225-238, 2002
9792002
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