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 Co., 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
Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity
RC Pianta, BK Hamre
Educational researcher 38 (2), 109-119, 2009
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
Student-teacher relationship scale
RC Pianta, S Nimetz
Journal of Psychoeducational Assessment, 2001
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
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
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
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
Relationships between teachers and children
TJ Sabol, RC Pianta
Handbook of Psychology, Second Edition 7, 2012
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
M Burchinal, N Vandergrift, R Pianta, A Mashburn
Early childhood research quarterly 25 (2), 166-176, 2010
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