Robert C. Pianta
Robert C. Pianta
Professor of Education, University of Virginia
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Cited by
Cited by
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
Classroom Assessment Scoring System™: Manual K-3.
RC Pianta, KM La Paro, BK Hamre
Paul H Brookes Publishing, 2008
Enhancing relationships between children and teachers.
RC Pianta
American Psychological Association, 1999
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
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
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
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
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
Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity
RC Pianta, BK Hamre
Educational researcher 38 (2), 109-119, 2009
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
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
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
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
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
High-risk children in schools: Constructing sustaining relationships
R Pianta, D Walsh
Routledge, 2014
Student-teacher relationship scale: Professional manual
RC Pianta
Psychological Assessment Resources, 2001
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
Recent trends in research on teacher–child relationships
TJ Sabol, RC Pianta
Attachment & human development 14 (3), 213-231, 2012
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
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
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