Robert C. Pianta | Academic Influence

Robert C. Pianta's AcademicInfluence.com Rankings

Robert C. Pianta

Psychology

#1560

World Rank

#1879

Historical Rank

Clinical Psychology

#89

World Rank

#89

Historical Rank

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Psychology

Robert C. Pianta's Degrees

Bachelors Psychology University of California, Santa Cruz

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Robert C. Pianta's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. (2001) (2976)
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. (2008) (1758)
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005) (1641)
Enhancing Relationships Between Children and Teachers (1999) (1546)
Teachers’ judgments of problems in the transition to kindergarten (2000) (1061)
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs (2008) (1054)
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009) (1019)
Teacher-Child Relationships and Children's Success in the First Years of School (2004) (980)
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs. (2007) (930)
An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. (2000) (892)
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? (2005) (875)
The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment (1995) (875)
Classroom assessment scoring system. (2008) (807)
Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories (2002) (743)
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs (2010) (719)
The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes (2002) (687)
The relation of child care to cognitive and language development (1999) (679)
Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms. (2008) (675)
Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. (2008) (626)
The Classroom Assessment Scoring System: Findings from the Prekindergarten Year (2004) (622)
Recent trends in research on teacher–child relationships (2012) (606)
Predicting Children's Competence in the Early School Years: A Meta-Analytic Review (2000) (589)
Relationships Between Teachers and Children (2003) (554)
Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions (2012) (553)
High-Risk Children In Schools: Constructing Sustaining Relationships (1996) (518)
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement (2011) (515)
Child Care and Mother-Child Interaction in the First Three Years of Life (1999) (514)
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008) (492)
Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten (1997) (491)
Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008) (481)
Teachers' Perceptions of Their Relationships with Students: Effects of Child Age, Gender, and Ethnicity of Teachers and Children. (2001) (477)
Teacher-child relationships and the process of adjusting to school (1992) (461)
Evidence for general and domain-specific elements of teacher-child interactions: associations with preschool children's development. (2014) (444)
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics (2007) (440)
Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? (2006) (436)
A Course on Effective Teacher-Child Interactions (2012) (427)
School Readiness and the Transition to Kindergarten in the Era of Accountability. (2007) (413)
Nonmaternal Care and Family Factors in Early Development: An Overview of the NICHD Study of Early Child Care (2001) (410)
La & Classroom assessment scoring system (CLASS) manual: Pre-K. Baltimore: Brookes Publishing Co. (2008) (407)
Learning opportunities in preschool and early elementary classrooms. (2007) (406)
Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness. (2009) (397)
Teaching through Interactions (2013) (393)
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms (2010) (355)
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary (2013) (353)
Classroom Assessment Scoring System (CLASS). Manual K-3. (2008) (350)
The Effects of Preschool Education (2009) (339)
Child-care effect sizes for the NICHD Study of Early Child Care and Youth Development. (2006) (339)
Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors (2007) (336)
The effects of maltreatment on the development of young children. (1989) (335)
Children's classroom engagement and school readiness gains in prekindergarten. (2010) (326)
Patterns of relationships between children and kindergarten teachers (1994) (317)
Opportunities to Learn in America's Elementary Classrooms (2007) (311)
Academic and Cognitive Functioning in First Grade: Associations with Earlier Home and Child Care Predictors and with Concurrent Home and Classroom Experiences (2006) (301)
Relationships between children and teachers: Associations with classroom and home behavior☆ (1991) (293)
The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms (2005) (292)
Social Relationships and School Readiness (2006) (291)
How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. (2016) (288)
Peer effects on children's language achievement during pre-kindergarten. (2009) (283)
Duration and developmental timing of poverty and children's cognitive and social development from birth through third grade. (2005) (277)
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009) (272)
Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors (2006) (271)
Learning about Teaching Initial Findings from the Measures of Effective Teaching Project (2010) (268)
Classroom Assessment Scoring System™: Manual K-3. (2008) (268)
Examining the Black-White achievement gap among low-income children using the NICHD study of early child care and youth development. (2011) (268)
Developmental Commentary: Individual and Contextual Influences on Student–Teacher Relationships and Children's Early Problem Behaviors (2008) (258)
The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers' Competence in Classroom Interactions. (2010) (250)
Mothers' reactions to their child's diagnosis: Relations with security of attachment (1996) (250)
Kindergarten Teachers' Practices Related to the Transition to School: Results of a National Survey (1999) (248)
Family socioeconomic status and consistent environmental stimulation in early childhood. (2010) (233)
Classroom Assessment Scoring System Manual, Pre-k (2007) (231)
Maternal intrusiveness in infancy and child maladaptation in early school years (1993) (231)
Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom (2002) (230)
Student-Teacher Relationship Scale (2016) (228)
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009) (227)
Child-care and family predictors of preschool attachment and stability from infancy. (2001) (225)
Self-reported depression in nonfamilial caregivers: prevalence and associations with caregiver behavior in child-care settings (2004) (224)
Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten (2008) (221)
Beyond the parent : the role of other adults in children's lives (1992) (212)
Teachers' Narratives About Their Relationships With Children: Associations With Behavior in Classrooms (2002) (211)
Adult-Child Relationship Processes and Early Schooling. (1997) (209)
Student-Teacher Relationships. (2006) (203)
An Argument Approach to Observation Protocol Validity (2012) (201)
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007) (200)
Validating the Student-Teacher Relationship Scale: testing factor structure and measurement invariance across child gender and age in a Dutch sample. (2012) (199)
Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships (2010) (198)
Applying the Construct of Resilience in Schools: Cautions From a Developmental Systems Perspective (1998) (190)
Does quality of child care affect child outcomes at age 4(1/2)? (2003) (190)
Can Rating Pre-K Programs Predict Children's Learning? (2013) (187)
Type of child care and children's development at 54 months (2004) (187)
Teacher–student interactions in fifth grade classrooms: Relations with children's peer behavior (2011) (180)
Implementation Fidelity of MyTeachingPartner Literacy and Language Activities: Association with Preschoolers' Language and Literacy Growth. (2010) (178)
The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children (2006) (175)
Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. (2012) (175)
Child care and children's peer interaction at 24 and 36 months: The NICHD study of early child care - NICHD early child care research network (2001) (173)
What is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs (2005) (172)
The antecedents of maltreatment: Results of the Mother-Child Interaction Research Project. (1989) (171)
The transition to kindergarten (1999) (170)
The role of executive function in children's competent adjustment to middle school (2011) (170)
Transition Practices: Findings from a National Survey of Kindergarten Teachers (2001) (163)
Mothers' resolution of their children's diagnosis: Organized patterns of caregiving representations (1996) (161)
Classroom Management and Relationships Between Children and Teachers: Implications for Research and Practice (2013) (159)
Mothers’ and fathers’ perceptions of conflict and closeness in parent-child relationships during early childhood. (2011) (156)
Successful kindergarten transition : your guide to connecting children, families & schools (2003) (155)
The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities (2007) (153)
Fathers' and mothers' parenting behavior and beliefs as predictors of children's social adjustment in the transition to school. (2005) (152)
Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings. (2012) (150)
Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice (2016) (145)
Empirically-Derived, Person-Oriented Patterns of School Readiness in Typically-Developing Children: Description and Prediction to First-Grade Achievement (2005) (143)
Affect dysregulation in the mother-child relationship in the toddler years: antecedents and consequences. (2004) (143)
Instruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School. (2010) (142)
EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL. (2014) (142)
Typical Classroom Experiences in First Grade: The Role of Classroom Climate and Functional Risk in the Development of Social Competencies (2007) (141)
Observing mother and child behavior in a problem-solving situation at school entry: Relations with academic achievement ☆ (1996) (141)
A longitudinal study of mother–child interactions at school entry and social and academic outcomes in middle school (2003) (141)
Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms (2007) (140)
Child-Parent Relationship Scale (2011) (140)
Mothers' resolution of their child's diagnosis and self-reported measures of parenting stress, marital relations, and social support. (1997) (136)
Stress and Coping: A Comparison of Self-Report Measures of Functioning in Families of Young Children with Cerebral Palsy or No Medical Diagnosis (2003) (135)
Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills (2008) (135)
Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities (2013) (135)
Kindergarten Teachers and Classrooms: A Transition Context (1999) (134)
Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (2014) (133)
Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s Kindergarten Transition Intervention☆☆ (2001) (132)
Understanding how children's engagement and teachers' interactions combine to predict school readiness. (2013) (127)
Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion. (2012) (126)
Teacher-Rated Family Involvement and Children's Social and Academic Outcomes in Kindergarten (2003) (125)
The first day of school: The predictive validity of early school screening (1997) (125)
Early child care and mother-child interaction from 36 months through first grade (2003) (125)
Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten (2010) (124)
Life Stress and Parenting Outcomes in a Disadvantaged Sample: Results of the Mother-Child Interaction Project (1990) (123)
How schools can do better: fostering stronger connections between teachers and students. (2002) (122)
Multiple pathways to early academic achievement (2003) (120)
Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills (2016) (120)
Continuity and discontinuity in maternal sensitivity at 6, 24, and 42 months in a high-risk sample. (1989) (118)
Building Capacity for Positive Youth Development in Secondary School Classrooms: Changing Teachers’ Interactions With Students (2008) (115)
Mothers' and fathers' support for child autonomy and early school achievement. (2008) (113)
Adult attachment classification and self-reported psychiatric symptomatology as assessed by the Minnesota Multiphasic Personality Inventory--2. (1996) (111)
Children enrolled in public pre-K: the relation of family life, neighborhood quality, and socioeconomic resources to early competence. (2006) (110)
Risk and protective factors in the development of psychopathology: Maternal stress and children's development: prediction of school outcomes and identification of protective factors (1990) (109)
Stability of externalizing symptoms from kindergarten to first grade and factors related to instability (1989) (106)
Does class size in first grade relate to children's academic and social performance or observed classroom processes? (2004) (106)
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms (2012) (99)
Family-School Communication in Preschool and Kindergarten in the Context of a Relationship-Enhancing Intervention (2005) (98)
Teacher-Child Racial/Ethnic Match within Pre-Kindergarten Classrooms and Children's Early School Adjustment. (2016) (97)
Early behavioral associations of achievement trajectories. (2010) (97)
Profiles of Educational Quality in First Grade (2009) (97)
Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students. (2009) (95)
Stability and change in early childhood classroom interactions during the first two hours of a day (2010) (95)
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners (2012) (94)
The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol (2014) (94)
Relations among maternal, child, and demographic factors and the persistence of preschool language impairment. (2004) (93)
Observing mother and child behavior in a problem-solving situation at school entry: Relations with classroom adjustment. (1991) (93)
Improving Early School Success. (2003) (92)
Teacher Characteristics Associated With Responsiveness and Exposure to Consultation and Online Professional Development Resources (2009) (92)
Preschool to Kindergarten Transition Activities: Involvement and Satisfaction of Families and Teachers (2003) (91)
Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms (2011) (91)
Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources (2012) (89)
Teaching Through Interactions in Secondary School Classrooms (2015) (88)
Classroom Environments and Developmental Processes: Conceptualization and Measurement (2010) (87)
Attachment-based classifications of children's family drawings: psychometric properties and relations with children's adjustment in kindergarten. (1999) (85)
Parents' Observations about Their Children's Transitions to Kindergarten. (1999) (84)
Are child developmental outcomes related to before- and after-school care arrangements? Results from the NICHD study of early child care. (2004) (83)
Ongoing, Web-Mediated Professional Development Focused on Teacher–Child Interactions: Early Childhood Educators' Usage Rates and Self-Reported Satisfaction (2009) (83)
Predicting behavior problems in children with epilepsy: child factors, disease factors, family stress, and child-mother interaction. (1994) (83)
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?☆ (2018) (80)
Early behavior problems: Pathways to mental disorders in adolescence (1996) (79)
The Influence of Informants on Ratings of Children's Behavioral Functioning (2007) (77)
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children ☆ (2014) (76)
Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness (2017) (76)
Teacher ratings of behavior among African American and Caucasian children during the first two years of school (2001) (75)
Partner Support and Maternal Stress in Families Raising Young Children with Cerebral Palsy (2001) (74)
Effect of Observation Mode on Measures of Secondary Mathematics Teaching (2013) (74)
The Behavior of Child Behavior Ratings: Measurement Structure of the Child Behavior Checklist across Time, Informants, and Child Gender (2004) (73)
Handbook of Early Childhood Education. (2012) (71)
Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program (2011) (70)
Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade (2011) (67)
Maternal Sensitivity and Child Wariness in the Transition to Kindergarten (2002) (67)
Mother-child interaction in children with epilepsy: Relations with child competence (1990) (66)
A Measure of Young Children's Problem and Competence Behaviors: The Early School Behavior Scale (1991) (65)
Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration (2012) (64)
Do teachers’ years of experience make a difference in the quality of teaching? (2020) (64)
Teachers' Reported Transition Practices for Children Transitioning into Kindergarten and First Grade (2000) (62)
Mothers' Sensitivity and Book-reading Interactions with First Graders (2007) (62)
Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs. (2011) (62)
Kindergarten Teachers' Reported Use of Kindergarten to First Grade Transition Practices (2000) (60)
Use and Evaluation of Web-based Professional Development Services Across Participant Levels of Support (2007) (59)
The Social Ecology of the Transition to School: Classrooms, Families, and Children (2008) (59)
Preschool Teachers' Self-Reported Beliefs and Practices About Literacy Instruction (2001) (57)
The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality (2012) (57)
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior (2014) (56)
Conceptualising risk in relational terms:Associations among the quality of child–adult relationships prior to school entry and children’s developmental outcomes in first grade (2004) (55)
The behavioral and emotional correlates of epilepsy in adolescence: a 7-year follow-up study (2002) (54)
CLASS–Infant: An Observational Measure for Assessing Teacher–Infant Interactions in Center-Based Child Care (2014) (54)
Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness (2017) (54)
Teaching Children Well: New Evidence-Based Approaches to Teacher Professional Development and Training. (2011) (53)
Enhancing Secondary School Instruction and Student Achievement: Replication and Extension of the My Teaching Partner-Secondary Intervention (2015) (53)
The Effect of Observation Length and Presentation Order on the Reliability and Validity of an Observational Measure of Teaching Quality (2014) (53)
The Promise of a Teacher Professional Development Program in Reducing the Racial Disparity in Classroom Exclusionary Discipline (2013) (52)
Mothers' Representations of Relationships with Their Children: Relations with Parenting Behavior, Mother Characteristics, and Child Disability Status. (2001) (52)
Relation between depressive symptoms and stressful life events in a sample of disadvantaged mothers. (1994) (52)
Widening the Debate on Educational Reform: Prevention as a Viable Alternative (1990) (52)
Enhancing the Transition to Kindergarten: Linking Children, Families, & Schools. (2000) (52)
Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development (2015) (50)
Kindergarten to 1st Grade: Classroom Characteristics and the Stability and Change of Children's Classroom Experiences (2006) (50)
Factor Structure of the Social Skills Rating System Across Child Gender and Ethnicity (2005) (50)
The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers (2014) (46)
The Challenging Pupil in the Classroom (2010) (46)
Development and preliminary validation of the caregiving behavior system: Association with child attachment classification in the preschool Strange Situation (2005) (45)
Conceptual and methodological issues in research on relationships between children and nonparental adults (1992) (45)
Age of Entry to Kindergarten and Children's Academic Achievement and Socioemotional Development. (2007) (45)
Childhood Programs and Practices in the First Decade of Life: Opportunity in Early Education: Improving Teacher–Child Interactions and Child Outcomes (2010) (44)
Quality of Prekindergarten: What Families Are Looking for in Public Sponsored Programs (2006) (43)
Mothers' representations of relationships with their children: relations with mother characteristics and feeding sensitivity. (2001) (43)
Assessing Teachers’ Skills in Detecting and Identifying Effective Interactions in the Classroom (2015) (42)
Classroom Environments and Developmental Processes (2010) (42)
Differences in Social Adjustment and Classroom Behavior between Children Retained in Kindergarten and Groups of Age and Grade Matched Peers. (1997) (41)
Validating Virginia's quality rating and improvement system among state-funded pre-kindergarten programs (2015) (40)
Innovative Web-based Professional Development for Teachers of At-Risk Preschool Children (2006) (40)
Mothers' and Fathers' Support for Child Autonomy and Early School Achievement National Institute of Child Health and Human Development Early Child Care Research Network (2008) (40)
Measuring Problem Behaviors in Young Children (2003) (37)
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content (2020) (37)
La & Classroom Assessment Scoring System (CLASS). Baltimore: Brookes. (2008) (36)
School Readiness: A Focus on Children, Families, Communities, and Schools. The Informed Educator Series. (2002) (34)
Do Standard Measures of Preschool Quality Used in Statewide Policy Predict School Readiness? (2014) (34)
Teaching through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System--Secondary. (2014) (34)
Predictors of instability in children's mental test performance at 24, 48, and 96 months (1994) (34)
My Teaching Partner-Secondary: A Video-Based Coaching Model (2017) (32)
Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School (2017) (31)
Role of Child‐Mother Interaction in Predicting Competence of Children with Epilepsy (1993) (31)
Resolving the past and present: Relations with attachment organization. (1999) (30)
Teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications (2019) (30)
Teacher–Student Interactions (2016) (29)
Teacher-student relationships across the first seven years of education and adolescent outcomes (2020) (28)
Longitudinal Multitrait-Multimethod Models for Developmental Research (2009) (28)
Material social support as a predictor of child adjustment in kindergarten (1993) (28)
Improving Observational Score Quality (2015) (27)
Universal and targeted pre-kindergarten programmes: a comparison of classroom characteristics and child outcomes (2013) (27)
The Student-Teacher Relationship Scale: Results of a Pilot Study. (1989) (27)
The Transition to Kindergarten. A Series from the National Center for Early Development and Learning. (1999) (27)
Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions (2018) (26)
Preschool Is School, Sometimes: Making Early Childhood Education Matter. (2007) (25)
Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned (2011) (25)
STANDARDIZED CLASSROOM OBSERVATIONS FROM PRE-K TO 3 GRADE: A MECHANISM FOR IMPROVING ACCESS TO CONSISTENTLY HIGH QUALITY CLASSROOM EXPERIENCES AND PRACTICES DURING THE P-3 YEARS (2006) (24)
Schools, Schooling, and Developmental Psychopathology (2015) (23)
Early Predictors of Referral for Special Services: Child-Based Measures versus Mother-Child Interaction. (1990) (22)
School absenteeism in the first decade of education and outcomes in adolescence. (2019) (22)
Emotional Availability Is Predictive of the Emotional Aspects of Children's "School Readiness" (2005) (22)
Does Attendance in Private Schools Predict Student Outcomes at Age 15? Evidence From a Longitudinal Study (2018) (22)
New Lunchbox, Old Feelings: What Kids Bring to School (1989) (22)
Teacher education and child outcomes: A reply to the commentary (2008) (21)
Ethnographic detection and description of family strategies for child care: applications to the study of cerebral palsy. (1997) (21)
Gains in teacher-child interaction quality and children's school readiness skills: Does it matter where teachers start? (2019) (21)
Maternal relationship history as an indicator of developmental risk. (1986) (21)
The role of elementary school quality in the persistence of preschool effects (2018) (21)
Classroom Processes and Teacher–Student Interaction: Integrations with a Developmental Psychopathology Perspective (2016) (20)
A Course on Supporting Early Language and Literacy Development through Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice. (2010) (20)
Erratum to “Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs” [Early Childhood Research Quarterly 23 (2008) 27–50] (2008) (20)
A day in third grade: Classroom quality, teacher, and student behaviors (2005) (20)
The State of Young Children in the United States (2017) (20)
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education (2011) (20)
Standardized Classroom Observations from Pre-K to Third Grade: A Mechanism for Improving Quality Classroom Experiences During the P-3 Years (2007) (20)
Mother's and Father's Responses to Signals of Children With Cerebral Palsy During Feeding (2002) (20)
Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice (2016) (19)
Conducting classroom observations in school-based research. (2009) (19)
A practical guide for conducting classroom observations: A summary of issues and evidence for researchers (University of Virginia, Charlottesville). Unpublished report to the W. (2008) (19)
Special Education Eligibility: Developmental Precursors over the First Three Years of Life (2002) (18)
Mother-child interactions and seizure control: Relations with behavior problems in children with epilepsy (1994) (18)
Observed Quality and Consistency of Fifth Graders’ Teacher–Student Interactions: Associations With Feelings, Engagement, and Performance in School (2018) (18)
The classroom relational environment and children’s early development in preschool (2020) (18)
Implications of a Developmental Systems Model for Preventing and Treating Behavioral Disturbances in Children and Adolescents (2001) (17)
Commentary: Implementation, Sustainability, and Scaling Up in School Contexts: Can School Psychology Make the Shift? (2003) (17)
Teacher-student interactions: Measurement, impacts, improvement, and policy (2019) (16)
Measuring and improving quality in early care and education (2020) (16)
Stability of internalizing symptoms from kindergarten to first grade and factors related to instability (1989) (16)
Absenteeism in the First Decade of Education Forecasts Civic Engagement and Educational and Socioeconomic Prospects in Young Adulthood (2020) (16)
Effective early childhood professional development : improving teacher practice and child outcomes (2012) (16)
Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3 (2019) (16)
Developmental science and education: the NICHD study of early child care and youth development findings from elementary school. (2007) (16)
The Promise of Pre-K. (2009) (16)
Implementing Observation Protocols: Lessons for K-12 Education from the Field of Early Childhood. (2012) (16)
Turnover in Kindergarten Classroom Membership in a National Sample (2001) (16)
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020) (15)
Classroom Process and Practices in Public Pre-K Programs: Describing and Predicting Educational Opportunities in the Early Learning Sector (2018) (15)
Classroom Management and Relationships Between Children and Teachers (2006) (15)
Assessing child-teacher relationships. (1999) (15)
Effects of an early childhood educator coaching intervention on preschoolers: The role of classroom age composition (2018) (15)
Individual and Contextual Factors Associated with Pre-Kindergarten Teachers’ Responsiveness to the MyTeachingPartner Coaching Intervention (2015) (15)
Parent Self-Reports of Discipline Practices and Child Acting-Out Behaviors in Kindergarten (1993) (14)
Eliminating the Racial Disparity in Classroom Exclusionary Discipline (2014) (14)
The Metropolitan Readiness Test as a Descriptor and Predictor of Children's Competence in Kindergarten Through Grade Two (1993) (14)
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics (2021) (14)
A Lot of Students and Their Teachers Need Support: Using a Common Framework to Observe Teacher Practices Might Help (2009) (14)
Ensuring Effective Teaching in Early Childhood Education through Linked Professional Development Systems, Quality Rating Systems and State Competencies: The Role of Research in an Evidence-Driven System A National Center for Research in Early Childhood Education White Paper (2008) (13)
Student Teaching Feedback and Evaluation: Results From a Seven-State Survey (2014) (13)
Alignment and misalignment of classroom experiences from Pre-K to kindergarten (2020) (13)
Coaching Teachers to Improve Students' School Readiness Skills: Indirect Effects of Teacher-Student Interaction. (2021) (13)
Teacher engagement in core components of an effective, early childhood professional development course: Links to changes in teacher–child interactions (2017) (12)
Combining Classroom Observations and Value Added for the Evaluation and Professional Development of Teachers (2015) (12)
Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers. (2020) (11)
Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions (2017) (11)
The emotional bond between children and adults. (1999) (11)
Using self report surveys to measure PreK children’s academic orientations: A psychometric evaluation (2020) (11)
Feeding Interactions for Children with Cerebral Palsy: Contributions of Mothers' Psychological State and Children's Skills and Abilities (2000) (11)
Individualized and Effective Professional Development Supports in Early Care and Education Settings. (2011) (11)
Public and Private Schools: Do Classroom Processes Vary by School Type? (2010) (11)
Parenting Representations: Maternal Representations of Relationships: Assessing Multiple Parenting Dimensions (2006) (10)
Dual Language Learners in the Early Childhood Classroom. National Center for Research on Early Childhood Education (NCRECE) Series. (2011) (10)
Lacasle‐ & Classroom assessment scoring system technical appendix. (2006) (10)
How the parts affect the whole: Systems theory in classroom relationships. (1999) (10)
MyTeachingPartner: An Innovative Model of Professional Development (2006) (10)
Enhancing Relationships between Children and Teachers. School Psychology Book Series. (1999) (10)
A Course on Effective Teacher-Child Interactions. Research Brief. (2012) (9)
Foundations for Teaching Excellence: Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States. (2011) (9)
A relationship‐based approach to self‐reliance in young children with motor impairments (1992) (9)
Why Measure Effective Teaching (2015) (9)
Assessing the Assessments of Teacher Preparation (2016) (8)
Literacy Behaviors of Preschool Children Participating in an Early Intervention Program. CIERA Report. (2001) (8)
Assessing and Evaluating Teacher Preparation Programs. APA Task Force Report. (2014) (8)
Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher-student interaction. (2022) (8)
Adolescent Mothers and Their Children's Early School Performance (1997) (8)
Part 3 of a 5 Part Series : A Practitioner ’ s Guide to Conducting Classroom Observations : What the Research Tells Us About Choosing and Using Observational Systems to Assess and Improve Teacher Effectiveness (2010) (7)
Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy Issues and Recommendations. (2010) (7)
The Role of Scheduling in Observing Teacher-Child Interactions. (2014) (7)
Supporting teachers: The key to affecting child-teacher relationships. (1999) (7)
Development of Curricula, Teacher Supports, and Assessments for Pre-Kindergarten Mathematics and Science (2009) (7)
The Value Of Using Observational and Student Report Methodologies in Classroom Research (2015) (6)
9 Relationships Between Teachers and Children (2012) (6)
Educators' Beliefs About Risk and Prevention: The Context for Changing Practice (1989) (6)
THE TRANSITION TO KINDERGARTEN: FOSTERING CONNECTIONS FOR EARLY SCHOOL SUCCESS (2012) (6)
„Children cannot be successful in the classroom unless they are successful in relationships“ – Analysen und Interventionen zur Verbesserung von Lehrer-Schüler-Beziehungen (2014) (5)
Implementation Fidelity and Teachers' Engagement in a Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice. (2011) (5)
Classroom age composition and the early learning of preschoolers (2018) (5)
Kindergarten Transitions. Teachers: 48% of Children Have Transition Problems. NCEDL Spotlights, No. 1. (1998) (5)
Variation in Teachers' Instructional Interactions within Two Interventions: Associations with Intervention Responsiveness and Teacher/Classroom Characteristics. (2012) (5)
Introduction: Developmental perspectives on school outcomes for risk and non-risk populations (1997) (5)
La & Classroom assessment scoring system: Observation protocol manual. (2006) (5)
Introduction to the special section on developmental perspectives and school psychology (1996) (5)
Comparing Universal and Targeted Pre-Kindergarten Programs. Research Brief. (2012) (5)
Why supportive relationships are essential. (1999) (4)
Assessing Early Childhood Classrooms (2012) (4)
Relations between maternal network size and maternal behaviour with five‐year‐olds across levels of maternal background and child ability (1993) (4)
Teacher-Student Relationships (2008) (4)
Enhancing relationships across the classroom. (1999) (4)
Teacher Characteristics Influence Responsiveness to a Course and a Consultancy Focused on Effective Teacher-Child Interactions. (2012) (4)
Consistent Environmental Stimulation from Birth to Elementary School (2013) (4)
Enhancing the Transition to Kindergarten: Connecting Families and Elementary Schools. (2001) (3)
Conclusion: Measuring Effective Teaching—The Future Starts Now (2015) (3)
Pathways to reading: The role of oral language in learning to read (2005) (3)
State-wide Web-based Professional Development & Curricula for Early Childhood Educators: Design & Infrastructure (2005) (3)
Differences between Pre-K and Kindergarten classroom experiences: do they predict children's social-emotional skills and self-regulation across the transition to kindergarten? (2022) (3)
Literacy Behaviors of Preschool Children Partici- pating in an Early Intervention Program (2001) (3)
Forecasting youth adjustment at age 15 from school readiness profiles at 54 months (2019) (3)
Developmental Perspectives on Intelligence (2000) (2)
Measuring What Matters in Early Childhood Classrooms: A Focus on Teacher-Child Interactions (2016) (2)
Can Leverage Capacity Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation (2011) (2)
The Examination of the Relationship between the Quality of Teacher-Child Interaction and Children ’ s Self-Regulation Skills (2017) (2)
Measurement and Improvement of Teacher-Child Interactions (2009) (2)
The Role of Scheduling in Observing Teacher–Child Interactions (2014) (2)
Commentary: Sheridan and Gutkin's Vision of the Future: Information Will Help Get Us There (2000) (2)
IMPROVING QUALITY AND IMPACT THROUGH WORKFORCE DEVELOPMENT AND IMPLEMENTATION SYSTEMS (2020) (2)
Improving Teaching Quality in Secondary Schools through Professional Development : Evidence from Two RCT ’ s of The My Teaching Partner Program (2012) (2)
Banking Time: A Dyadic Intervention to Improve Teacher-Student Relationships (2020) (2)
Mentalization and attachment in educational relationships at primary school (2022) (1)
Learning from the Science of Learning: If We Know So Much, Why Aren't We Smarter? (2017) (1)
Measuring Teacher-Child Interactions in Linguistically Diverse Pre-K Classrooms. Research Brief. (2012) (1)
A Conceptual Model of Student (2005) (1)
Instruction in Spanish and Outcomes for Pre-Kindergarten English Language Learners. Research Brief. (2013) (1)
Does the timing of kindergarten absences matter for children's early school success? (2021) (1)
Contemporary Children and Risk (2014) (1)
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience (1)
How school policy affects the child-teacher relationship. (1999) (1)
Promising Practices in Early Childhood Teacher Assessment (2015) (1)
Understanding Child Care Quality and Implications for Dual Language Learners (2016) (1)
Relationships between Social Capital and regional development in Europe: a close examination (2011) (1)
The Discourse on Risk and Early Schooling (2014) (0)
Early School Behavior Scale (2016) (0)
A New Lens: The Contextual Systems Model (2014) (0)
Back Matter (2001) (0)
Fostering Early Motivation: The Influence of Teacher-Child Relationships and Interactions on Motivation in the Kindergarten Classroom (2022) (0)
The Role of Preschool Dosage and Quality in Children’s Self-Regulation Development (2022) (0)
Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement (2022) (0)
Adapted Student–Teacher Relationship Scale—Dutch Version (2015) (0)
Special Issue on the Chicago Longitudinal Study (1999) (0)
In this issue 45/1 (2007) (0)
Pre-K Prerequisite: (2019) (0)
Predicting adolescent achievement with the CLASS™-S observation tool (The Center for Advanced Study of Teaching and Learning Research Brief). University of Virginia Curry School of Education. (2011) (0)
The Feasibility of a Common Course in Early Childhood Teacher Preparation Programs. Research Brief. (2011) (0)
Title: A Course on Supporting Early Language and Literacy Development through Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice. Author(s): (2009) (0)
PreK Academic Orientations Survey (2020) (0)
Special Issue on Perspectives on Theory and Intervention (2000) (0)
Abstract Title page (2018) (0)
59 Teacher Quality : Broadening and Deepening the Debate Using Standardized Observation to Conceptualize , Measure , and Improve Classroom Processes (2009) (0)
Individualized Classroom Assessment Scoring System (2021) (0)
Title : Implementation Fidelity and Teachers ’ Engagement in a Course on Effective Teacher-Child Interactions : Effects on Teacher Beliefs , Knowledge and Practice (2010) (0)
The Combined Contribution of Different Settings on School Achievement (2013) (0)
Validating the Dutch Student-Teacher Relationship Scale: Testing Factor Structure and Factorial Invariance Across Gender and Age (2009) (0)
Pathways of mathematics achievement in preschool: Examining executive function and task orientation (2022) (0)
Classroom skill compositions and preschoolers’ early academic and executive function outcomes (2023) (0)
Classroom Assessment Scoring System Revisiting the Factor Structure and Practical Application of the Teaching Through Interactions in Secondary School Classrooms (2014) (0)
A Dean's Perspective (2021) (0)
Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions (2016) (0)
Optimizing Resources to Maximize Student Gains (2015) (0)
Differences between pre-k and kindergarten contexts and achievement across the kindergarten transition (2022) (0)
The Child As a Developing System (2014) (0)
Commentary on Rimm-Kaufman, Cowan and Cowan, Dockett and Perry, and Kamerman (2009) (0)
Using Logic in Special Classrooms (2) (1980) (0)
Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors (2023) (0)
Contemporary Challenges and Opportunities in Schools of Education (2009) (0)
The association between and development of school enjoyment and general knowledge. (2022) (0)
General Systems Approaches to Understanding Early Schooling and Risk (2014) (0)
Examples from life. (1999) (0)
Conversations Between Children and Schools (2014) (0)
Thirty-year follow-up of the NICHD Study of Early Child Care and Youth Development (SECCYD): the challenges and triumphs of conducting in-person research at a distance (2023) (0)
Crowdsourcing Educators Perspectives on First- and Second- Order Variables Impacting EdTech Implementation (0)
Absenteeism in the First Decade of Education Forecasts Civic Engagement and Educational and Socioeconomic Prospects in Young Adulthood (2020) (0)
Strong relationships mean more resources: An agenda for practice and research. (1999) (0)
CLASSROOM QUALITY IN ELEMENTARY SCHOOL (2018) (0)
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms (2011) (0)
A new and timely text on assessment. (1991) (0)

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