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Selected Publications from the Last Five Years

Included below are citations of articles from peer-reviewed journals and book chapters published by Robert C. Pianta, Ph.D. in the last five years.  Publications are organized by topic with some appearing under more than one relevant heading.

Topics:

Developmental Science
Elementary
Kindergarten Transition
Measurement
Mother-Child Interactions
Policy
Preschool
Professional Development
School Readiness
Secondary
Teacher-Student Interactions
Teacher-Student Relationships

Developmental Science

Pianta, R. C. (in press). Schools, schooling, and developmental psychopathology. In D. Cicchetti (Ed.), Developmental Psychopathology (3rd ed.). Hoboken: John Wiley & Sons Ltd.

Toth, S. L., Pianta, R. C., & Erickson, M. F. (2011). From research to practice: Developmental contributions to the field of prevention science. In D. Cicchetti, & G. I. Roisman (Eds.), Minnesota symposia on child psychology, volume 36: The origins and organization of adaptation and maladaptation (pp. 323-378). Hoboken: John Wiley & Sons Ltd.

Hamre, B. K., & Pianta, R. (2010). Classroom environments and developmental processes: Conceptualization, measurement, & improvement. In J. L. Meece, & J. S. Eccles (Eds.), Handbook of research on schools, schooling and human development (pp. 25-41). New York: Routledge.

Pianta, R. C., & Hamre, B. K. (2009). Measurement and improvement of teacher-child interactions: Implications for policy and accountability frameworks of standardized observation. In G. Sykes, B. Schneider, D. N. Plank & T. G. Ford (Eds.), Handbook of education policy research (pp. 652-660). New York: Routledge.
(also listed under Policy)

Pianta, R. C. (2009). School psychology and developmental psychology: Moving from programs to processes. In T. B. Gutkin, & C. R. Reynolds (Eds.), The handbook of school psychology (4th ed., pp. 107-123). New York: John Wiley & Sons, Inc.

Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49-83). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
(also listed under Policy)

Pianta, R. C. (2007). Developmental science and education: The NICHD study of early child care and youth development findings from elementary school. In R. V. Kail (Ed.), Advances in child development and behavior (pp. 253-296). San Diego, CA: Elsevier Academic Press.

Elementary

Luckner, A. E., & Pianta, R. C. (2011). Teacher-student interactions in fifth grade classrooms: Relations with children's peer behavior. Journal of Applied Developmental Psychology, 32(5), 257-266. doi:10.1016/j.appdev.2011.02.010
(also listed under Teacher-Student Interactions)

Curby, T. W., Stuhlman, M., Grimm, K., Mashburn, A., Chomat-Mooney, L., Downer, J., . . . Pianta, R. C. (2011). Within-day variability in the quality of classroom interactions during third and fifth grade. Elementary School Journal, 112(1), 16-37. doi:10.1086/660682
(also listed under Teacher-Student Interactions)

Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., & Clarke-Stewart, K. (2010). Instruction, teacher–student relations, and math achievement trajectories in elementary school. Journal of Educational Psychology, 102(2), 407-417. doi:10.1037/a0017762
(also listed under Teacher-Student Interactions)

Houts, R. M., Caspi, A., Pianta, R. C., Arseneault, L., & Moffitt, T. E. (2010). The challenging pupil in the classroom: The effect of the child on the teacher. Psychological Science, 21(12), 1802-1810. doi:10.1177/0956797610388047
(also listed under Teacher-Student Interactions)

Jerome, E. M., Hamre, B. K., & Pianta, R. C. (2009). Teacher—child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development, 18(4), 915-945. doi:10.1111/j.1467-9507.2008.00508.x
(also listed under Teacher-Student Relationships)

La Paro, K. M., Hamre, B. K., Locasale-Crouch, J., Pianta, R. C., Bryant, D., Early, D., . . . Burchinal, M. (2009). Quality in kindergarten classrooms: Observational evidence for the need to increase children's learning opportunities in early education classrooms. Early Education and Development, 20(4), 657-692. doi:10.1080/10409280802541965
(also listed under Teacher-Student Interactions)

Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children's achievement trajectories in elementary school. American Educational Research Journal, 45(2), 365-397. doi:10.3102/0002831207308230
(also listed under Teacher-Student Interactions)

Pianta, R. C., Belsky, J., Houts, R., & Morrison, F. (2007). Teaching. opportunities to learn in America's elementary classrooms. Science (New York, N.Y.), 315(5820), 1795-1796.
(also listed under Policy and Teacher-Student Interactions)

Kindergarten Transition

LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten. Early Childhood Research Quarterly, 23(1), 124-139. doi:10.1016/j.ecresq.2007.06.001

Pianta, R. C. (2007). Early education in transition. In R. C. Pianta, M. J. Cox & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 3-10). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.

Pianta, R., Stuhlman, M. W., & Hamre, B. K. (2007). How adult-child relationships foster resilience in kindergarten and elementary school. In G. Opp, & M. Fingerle (Eds.), Was kinder stärkt-erziehung zwischen risiko und resilienz (2nd ed., pp. 192-211). München: Reinhardt.

Measurement

Cash, A. H., Hamre, B. K., Pianta, R. C., & Myers, S. S. (in press). Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration. Early Childhood Research Quarterly. doi:10.1016/j.ecresq.2011.12.006
(also listed under Teacher-Student Interactions)

Pianta, R. C., & Cash, A. H. (in press). Assessing the effectiveness of environments and instruction in early childhood settings. In The handbook of research-based practice in early childhood education.  New York: Guilford Press. 

Koomen, H. M. Y., Verschueren, K., van Schooten, E., Jak, S., & Pianta, R. C. (2012). Validating the student-teacher relationship scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology, 50(2), 215-234. doi:10.1016/j.jsp.2011.09.001
(also listed under Teacher-Student Relationships)

Downer, J. T., Lopez, M. L., Grimm, K., Hamagami, A., Pianta, R. C., & Howes, C. (2012). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the classroom assessment scoring system in diverse settings. Early Childhood Research Quarterly, 27, 21-32. doi:10.1016/j.ecresq.2011.07.005
(also listed under Preschool and Teacher-Student Interactions)

Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166-176. doi:10.1016/j.ecresq.2009.10.004
(also listed under Preschool and Teacher-Student Interactions)

Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and change in early childhood classroom interactions during the first two hours of a day. Early Childhood Research Quarterly, 25(3), 373-384. doi:10.1016/j.ecresq.2010.02.004
(also listed under Teacher-Student Interactions)

Henry, A. E., & Pianta, R. C. (2010). Effective teacher-child interactions and children's literacy: Evidence for scalable, aligned approaches to professional development. In S. B. Neuman, & D. K. Dickinson (Eds.), Handbook of early literacy research, volume 3 (pp. 308-321). New York: Guilford Press.
(also listed under Teacher-Student Interactions)

Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C. (2010). The individualized classroom assessment scoring system (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions. Early Childhood Research Quarterly, 25(1), 1-16. doi:10.1016/j.ecresq.2009.08.004
(also listed under School Readiness)

Pianta, R. C., & Hamre, B. K. (2009). Classroom processes and positive youth development: Conceptualizing, measuring, and improving the capacity of interactions between teachers and students. New Directions for Youth Development, (121), 33-46. doi:10.1002/yd.295
(also listed under Policy, Secondary, and Teacher-Student Interactions)

Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119. doi:10.3102/0013189X09332374
(also listed under Policy, Secondary, and Teacher-Student Interactions)

Pianta, R. C., & Hamre, B. K. (2009). A lot of students and their teachers need support: Using a common framework to observe teacher practices might help. Educational Researcher, 38(7), 546-548. doi:10.3102/0013189X09348786
(also listed under Policy, Secondary, and Teacher-Student Interactions)

Hamre, B. K., Pianta, R. C., & Chomat-Mooney, L. (2009). Conducting classroom observations in school-based research. In L. M. Dinella (Ed.), Conducting science-based psychology research in schools (pp. 79-105). Washington, D. C.: American Psychological Association. doi:10.1037/11881-004
(also listed under Teacher-Student Interactions)

Grimm, K. J., Pianta, R. C., & Konold, T. (2009). Longitudinal multitrait-multimethod models for developmental research. Multivariate Behavioral Research, 44(2), 233-258. doi:10.1080/00273170902794230          

Hamre, B. K., LoCasale-Crouch, J., & Pianta, R. C. (2008). Formative assessment of classrooms: Using classroom observations to improve implementation quality. In L. M. Justice, & C. Vukelich (Eds.), Achieving excellence in preschool literacy instruction (pp. 102-119). New York: Guilford Press.
(also listed under Teacher-Student Interactions)

Konold, T. R., & Pianta, R. C. (2007). The influence of informants on ratings of children's behavioral functioning: A latent variable approach. Journal of Psychoeducational Assessment, 25(3), 222-236. doi:10.1177/0734282906297784  

Mother-Child Interactions

Clingenpeel, B. T., & Pianta, R. C. (2007). Mothers' sensitivity and book-reading interactions with first graders. Early Education and Development, 18(1), 1-22.

Policy

Pianta, R. C. (2011). A degree is not enough: Teachers need stronger and more individualized professional development supports to be effective in the classroom. In E. Zigler, W. E. Gilliam & W. S. Barnett (Eds.), The pre-K debates" current controversies and issues. Baltimore, MD: Paul H. Brookes Publishing, Co, Inc.
(also listed under Professional Development)

Pianta, R. C., Hamre, B. K., & Downer, J. (2011). Aligning measures of quality with professional development goals and goals for children's development. In M. Zaslow, I. Martinez-Beck, K. Tout & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 297-315). Baltimore, MD: Paul H. Brookes Publishing Co.
(also listed under Professional Development)

O'Brien, R. H., & Pianta, R. C. (2010). Public and private schools: Do classroom processes vary by school type? Elementary School Journal, 110(3), 409-419. doi:10.1086/648984

Jung, Y., Howes, C., & Pianta, R. C. (2010). Emerging issues in prekindergarten programs. In R. C. Pianta, & C. Howes (Eds.), The promise of pre-K (pp. 145-167). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.

Mashburn, A. J., & Pianta, R. C. (2010). Opportunity in early education: Improving teacher-child interactions and child outcomes. In A. J. Reynolds, A. J. Rolnick, M. M. Englund & J. A. Temple (Eds.), Childhood programs and practices in the first decade of life: A human capital integration (pp. 1-42) Cambridge University Press.

Pianta, R. C., & Hamre, B. K. (2009). Classroom processes and positive youth development: Conceptualizing, measuring, and improving the capacity of interactions between teachers and students. New Directions for Youth Development, (121), 33-46. doi:10.1002/yd.295
(also listed under Measurement, Secondary, and Teacher-Student Interactions)

Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119. doi:10.3102/0013189X09332374
(also listed under Measurement, Secondary, and Teacher-Student Interactions)

Pianta, R. C., & Hamre, B. K. (2009). A lot of students and their teachers need support: Using a common framework to observe teacher practices might help. Educational Researcher, 38(7), 546-548. doi:10.3102/0013189X09348786
(also listed under Measurement, Secondary, and Teacher-Student Interactions)

Stuhlman, M. W., & Pianta, R. C. (2009). Profiles of educational quality in first grade. Elementary School Journal, 109(4), 323-342. doi:10.1086/593936
(also listed under Teacher-Student Interactions)

Pianta, R. C., & Hamre, B. K. (2009). Measurement and improvement of teacher-child interactions: Implications for policy and accountability frameworks of standardized observation. In G. Sykes, B. Schneider, D. N. Plank & T. G. Ford (Eds.), Handbook of education policy research (pp. 652-660). New York: Routledge.
(also listed under Developmental Science)

Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10, 49-88. doi:10.1177/1529100610381908

Dotterer, A. M., Burchinal, M., Bryant, D. M., Early, D. M., & Pianta, R. C. (2009). Comparing universal and targeted prekindergarten programs. In R. C. Pianta, & C. Howes (Eds.), The promise of pre-k (pp. 65-76). Baltimore: Paul H. Brookes Publishing Co.

Burchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction. Applied Developmental Science, 12(3), 140-153. doi:10.1080/10888690802199418
(also listed under School Readiness and Teacher-Student Interactions)

Early, D. M., Maxwell, K. L., Clifford, R. M., Pianta, R. C., Ritchie, S., Howes, C., . . . Barbarin, O. (2008). Teacher education and child outcomes: A reply to the commentary. Early Childhood Research Quarterly, 23(1), 7-9. doi:10.1016/j.ecresq.2007.08.003

Pianta, R. C., & Allen, J. P. (2008). Building capacity for positive youth development in secondary school classrooms: Changing teachers' interactions with students. In M. Shinn, & H. Yoshikawa (Eds.), Toward positive youth development: Transforming schools and community programs (pp. 21-39). New York: Oxford University Press,. doi:10.1093/acprof:oso/9780195327892.003.0002

Pianta, R. C., Belsky, J., Houts, R., & Morrison, F. (2007). Teaching. opportunities to learn in America's elementary classrooms. Science (New York, N.Y.), 315(5820), 1795-1796.
(also listed under Elementary and Teacher-Student Interactions)

LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., . . . Barbarin, O. (2007). Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22(1), 3-17. doi:10.1016/j.ecresq.2006.05.001
(also listed under Teacher-Student Interactions)

Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49-83). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
(also listed under Developmental Science)

Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., . . . Zill, N. (2007). Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558-580. doi:10.1111/j.1467-8624.2007.01014.x

Pianta, R. C. (2007). Preschool is school, sometimes: Making early childhood education matter. Education Next, 7(1), 44-49.

Preschool

Downer, J. T., Pianta, R. C., Fan, X., Hamre, B. K., Mashburn, A., & Justice, L. (2012). Effects of web-mediated teacher professional development on the language and literacy skills of children enrolled in prekindergarten programs. NHSA Dialog, 14(4), 189-212.
(also listed under Professional Development)

Downer, J. T., Lopez, M. L., Grimm, K., Hamagami, A., Pianta, R. C., & Howes, C. (2012). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the classroom assessment scoring system in diverse settings. Early Childhood Research Quarterly, 27, 21-32. doi:10.1016/j.ecresq.2011.07.005
(also listed under Measurement and Teacher-Student Interactions)

Burchinal, M., Field, S., López, M. L., Howes, C., & Pianta, R. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. Early Childhood Research Quarterly, 27, 188-197. doi:10.1016/j.ecresq.2011.11.003
(also listed under Teacher-Student Interactions)

LoCasale-Crouch, J., Kraft-Sayre, M., Pianta, R. C., Hamre, B. K., Downer, J. T., Leach, A., . . . Scott-Little, C. (2011). Implementing an early childhood professional development course across 10 sites and 15 sections: Lessons learned. NHSA Dialog, 14(4), 275-292. doi:10.1080/15240754.2011.617527
(also listed under Professional Development)

Scott-Little, C., La Paro, K. M., Thomason, A. C., Pianta, R. C., Hamre, B., Downer, J., . . . Howes, C. (2011). Implementation of a course focused on language and literacy within Teacher–Child interactions: Instructor and student perspectives across three institutions of higher education. Journal of Early Childhood Teacher Education, 32(3), 200-224. doi:10.1080/10901027.2011.59448
(also listed under Professional Development)

Driscoll, K. C., Mashburn, A. J., Wang, L., & Pianta, R. C. (2011). Fostering supportive Teacher–Child relationships: Intervention implementation in a state-funded preschool program. Early Education and Development, 22(4), 593-619. doi:10.1080/10409289.2010.502015
(also listed under Teacher-Student Relationships)

Hamre, B. K., Justice, L. M., Pianta, R. C., Kilday, C., Sweeney, B., Downer, J. T., & Leach, A. (2010). Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth. Early Childhood Research Quarterly, 25(3), 329-347. doi:10.1016/j.ecresq.2009.07.002
(also listed under Professional Development and School Readiness)

Mashburn, A. J., Downer, J. T., Hamre, B. K., Justice, L. M., & Pianta, R. C. (2010). Consultation for teachers and children's language and literacy development during pre-kindergarten. Applied Developmental Science, 14(4), 179-196. doi:10.1080/10888691.2010.516187
(also listed under Professional Development)

Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166-176. doi:10.1016/j.ecresq.2009.10.004
(also listed under Measurement and Teacher-Student Interactions)

Driscoll, K. C., & Pianta, R. C. (2010). Banking time in head start: Early efficacy of an intervention designed to promote supportive Teacher–Child relationships. Early Education & Development, 21(1), 38-64. doi:10.1080/10409280802657449
(also listed under Teacher-Student Relationships)

Downer, J. T., Kraft-Sayre, M., & Pianta, R. C. (2009). Ongoing, web-mediated professional development focused on teacher-child interactions: Early childhood educators' usage rates and self-reported satisfaction. Early Education and Development, 20(2), 321-345. doi:10.1080/10409280802595425
(also listed under Professional Development)

Downer, J. T., Locasale-Crouch, J., Hamre, B., & Pianta, R. (2009). Teacher characteristics associated with responsiveness and exposure to consultation and online professional development resources. Early Education and Development, 20(3), 431-455.
(also listed under Professional Development)

Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-451. doi: 10.1016/j.ecresq.2008.02.001
(also listed under Professional Development)

Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 51-68. doi:10.1016/j.ecresq.2007.09.004
(also listed under Teacher-Student Interactions)

Professional Development

Hamre, B. K., & Pianta, R. C. (in press). Promoting young children's social competence through the preschool PATHS curriculum and MyTeachingPartner professional development resources. Early Education and Development.

Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J. L., Downer, J. T., Howes, C., LaParo, K., & Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88-123. doi:10.3102/0002831211434596
(also listed under Teacher-Student Interactions)

Downer, J. T., Pianta, R. C., Fan, X., Hamre, B. K., Mashburn, A., & Justice, L. (2012). Effects of web-mediated teacher professional development on the language and literacy skills of children enrolled in prekindergarten programs. NHSA Dialog, 14(4), 189-212.
(also listed under Preschool)

Hamre, B. K., Downer, J. T., Jamil, F. M., & Pianta, R. C. (2012). Enhancing teachers’ intentional use of effective interactions with children. In R. C. Pianta, W. S. Barnett, L. M. Justice & S. M. Sheridan (Eds.), Handbook of early childhood education (pp. 507-532). New York: Guilford Press.

Pianta, R. C. (2011). A degree is not enough: Teachers need stronger and more individualized professional development supports to be effective in the classroom. In E. Zigler, W. E. Gilliam & W. S. Barnett (Eds.), The pre-K debates" current controversies and issues. Baltimore, MD: Paul H. Brookes Publishing, Co, Inc.
(also listed under Policy)

Pianta, R. C., Hamre, B. K., & Downer, J. (2011). Aligning measures of quality with professional development goals and goals for children's development. In M. Zaslow, I. Martinez-Beck, K. Tout & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 297-315). Baltimore, MD: Paul H. Brookes Publishing Co.
(also listed under Policy)

Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037. doi:10.1126/science.1207998
(also listed under Teacher-Student Interactions)

Mikami, A. Y., Gregory, A., Allen, J. P., Pianta, R. C., & Lun, J. (2011). Effects of a teacher professional development intervention on peer relationships in secondary classrooms. School Psychology Review, 40(3), 367-385.
(also listed under Secondary)

LoCasale-Crouch, J., Kraft-Sayre, M., Pianta, R. C., Hamre, B. K., Downer, J. T., Leach, A., . . . Scott-Little, C. (2011). Implementing an early childhood professional development course across 10 sites and 15 sections: Lessons learned. NHSA Dialog, 14(4), 275-292. doi:10.1080/15240754.2011.617527
(also listed under Preschool)

Scott-Little, C., La Paro, K. M., Thomason, A. C., Pianta, R. C., Hamre, B., Downer, J., . . . Howes, C. (2011). Implementation of a course focused on language and literacy within Teacher–Child interactions: Instructor and student perspectives across three institutions of higher education. Journal of Early Childhood Teacher Education, 32(3), 200-224. doi:10.1080/10901027.2011.59448
(also listed under Preschool)

Hamre, B. K., Justice, L. M., Pianta, R. C., Kilday, C., Sweeney, B., Downer, J. T., & Leach, A. (2010). Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth. Early Childhood Research Quarterly, 25(3), 329-347. doi:10.1016/j.ecresq.2009.07.002
(also listed under Preschool and School Readiness)

Mashburn, A. J., Downer, J. T., Hamre, B. K., Justice, L. M., & Pianta, R. C. (2010). Consultation for teachers and children's language and literacy development during pre-kindergarten. Applied Developmental Science, 14(4), 179-196. doi:10.1080/10888691.2010.516187
(also listed under Preschool)

Downer, J. T., Kraft-Sayre, M., & Pianta, R. C. (2009). Ongoing, web-mediated professional development focused on teacher-child interactions: Early childhood educators' usage rates and self-reported satisfaction. Early Education and Development, 20(2), 321-345. doi:10.1080/10409280802595425
(also listed under Preschool)

Downer, J. T., Locasale-Crouch, J., Hamre, B., & Pianta, R. (2009). Teacher characteristics associated with responsiveness and exposure to consultation and online professional development resources. Early Education and Development, 20(3), 431-455.
(also listed under Preschool)

Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-451. doi: 10.1016/j.ecresq.2008.02.001
(also listed under Preschool)

School Readiness

Sabol, T. J., & Pianta, R. C. (2012). Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child Development, 83(1), 282-299. doi:10.1111/j.1467-8624.2011.01678.x

Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C. (2010). The individualized classroom assessment scoring system (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions. Early Childhood Research Quarterly, 25(1), 1-16. doi:10.1016/j.ecresq.2009.08.004
(also listed under Measurement)

Hamre, B. K., Justice, L. M., Pianta, R. C., Kilday, C., Sweeney, B., Downer, J. T., & Leach, A. (2010). Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth. Early Childhood Research Quarterly, 25(3), 329-347. doi:10.1016/j.ecresq.2009.07.002
(also listed under Preschool and Professional Development)

Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., . . . Barbarin, O. A. (2010). Children's classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534-1549. doi:10.1111/j.1467-8624.2010.01490.x

Crosnoe, R., Leventhal, T., Wirth, R. J., Pierce, K. M., & Pianta, R. C. (2010). Family socioeconomic status and consistent environmental stimulation in early childhood. Child Development, 81(3), 972-987. doi:10.1111/j.1467-8624.2010.01446.x

Early, D. M., Iruka, I. U., Ritchie, S., Barbarin, O. A., Winn, D. C., Crawford, G. M., . . . Pianta, R. C. (2010). How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly, 25(2), 177-193. doi:10.1016/j.ecresq.2009.10.003

Grimm, K. J., Steele, J. S., Mashburn, A. J., Burchinal, M., & Pianta, R. C. (2010). Early behavioral associations of achievement trajectories. Developmental Psychology, 46(5), 976-983. doi:10.1037/a0018878

Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C., Howes, C., Burchinal, M., . . . Barbarin, O. (2009). The relations of observed pre-k classroom quality profiles to children's achievement and social competence. Early Education and Development, 20(2), 346-372.
(also listed under Teacher-Student Interactions)

Mashburn, A. J., Justice, L. M., Downer, J. T., & Pianta, R. C. (2009). Peer effects on children’s language achievement during pre-kindergarten. Child Development, 80(3), 686-702. doi:10.1111/j.1467-8624.2009.01291.x

Burchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction. Applied Developmental Science, 12(3), 140-153. doi:10.1080/10888690802199418
(also listed under Policy and Teacher-Student Interactions)

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., . . . Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79(3), 732-749. doi:10.1111/j.1467-8624.2008.01154.x
(also listed under Teacher-Student Interactions)

Barbarin, O. A., Early, D., Clifford, R., Bryant, D., Frome, P., Burchinal, M., . . . Pianta, R. (2008). Parental conceptions of school readiness: Relation to ethnicity, socioeconomic status, and children's skills. Early Education and Development, 19(5), 671-701.

Downer, J. T., Rimm-Kaufman, S., & Pianta, R. C. (2007). How do classroom conditions and children's risk for school problems contribute to children's behavioral engagement in learning? School Psychology Review, 36(3), 413-432.
(also listed under Teacher-Student Interactions)

Chang, F., Crawford, G., Early, D., Bryant, D., Howes, C., Burchinal, M., . . . Pianta, R. (2007). Spanish-speaking children's social and language development in pre-kindergarten classrooms. Early Education and Development, 18(2), 243-269.

Secondary

Hafen, C. A., Allen, J. P., Mikami, A. Y., Gregory, A., Hamre, B., & Pianta, R. C. (2012). The pivotal role of adolescent autonomy in secondary school classrooms. Journal of Youth and Adolescence, 41, 245-255. doi:10.1007/s10964-011-9739-2
(also listed under Teacher-Student Interactions)

Mikami, A. Y., Gregory, A., Allen, J. P., Pianta, R. C., & Lun, J. (2011). Effects of a teacher professional development intervention on peer relationships in secondary classrooms. School Psychology Review, 40(3), 367-385.
(also listed under Professional Development)

Jacobson, L. A., Williford, A. P., & Pianta, R. C. (2011). Role of executive function in children's competent adjustment of middle school. Child Neuropsychology, 17(3), 255-280. doi:10.1080/09297049.2010.535654
 
Pianta, R. C., & Hamre, B. K. (2009). Classroom processes and positive youth development: Conceptualizing, measuring, and improving the capacity of interactions between teachers and students. New Directions for Youth Development, (121), 33-46. doi:10.1002/yd.295
(also listed under Measurement, Policy, and Teacher-Student Interactions)

Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119. doi:10.3102/0013189X09332374
(also listed under Measurement, Policy, and Teacher-Student Interactions)

Pianta, R. C., & Hamre, B. K. (2009). A lot of students and their teachers need support: Using a common framework to observe teacher practices might help. Educational Researcher, 38(7), 546-548. doi:10.3102/0013189X09348786
(also listed under Measurement, Policy, and Teacher-Student Interactions)

Teacher-Student Interaction

Cash, A. H., Hamre, B. K., Pianta, R. C., & Myers, S. S. (in press). Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration. Early Childhood Research Quarterly. doi:10.1016/j.ecresq.2011.12.006 
(also listed under Measurement)

Hafen, C. A., Allen, J. P., Mikami, A. Y., Gregory, A., Hamre, B., & Pianta, R. C. (2012). The pivotal role of adolescent autonomy in secondary school classrooms. Journal of Youth and Adolescence, 41, 245-255. doi:10.1007/s10964-011-9739-2
(also listed under Secondary)

Downer, J. T., Lopez, M. L., Grimm, K., Hamagami, A., Pianta, R. C., & Howes, C. (2012). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the classroom assessment scoring system in diverse settings. Early Childhood Research Quarterly, 27, 21-32. doi:10.1016/j.ecresq.2011.07.005
(also listed under Measurement and Preschool)

Burchinal, M., Field, S., López, M. L., Howes, C., & Pianta, R. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. Early Childhood Research Quarterly, 27, 188-197. doi:10.1016/j.ecresq.2011.11.003
(also listed under Preschool)

Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J. L., Downer, J. T., Howes, C., LaParo, K., & Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88-123. doi:10.3102/0002831211434596
(also listed under Professional Development)

Luckner, A. E., & Pianta, R. C. (2011). Teacher-student interactions in fifth grade classrooms: Relations with children's peer behavior. Journal of Applied Developmental Psychology, 32(5), 257-266. doi:10.1016/j.appdev.2011.02.010
(also listed under Elementary)

Curby, T. W., Stuhlman, M., Grimm, K., Mashburn, A., Chomat-Mooney, L., Downer, J., . . . Pianta, R. C. (2011). Within-day variability in the quality of classroom interactions during third and fifth grade. Elementary School Journal, 112(1), 16-37. doi:10.1086/660682
(also listed under Elementary)

Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037. doi:10.1126/science.1207998
(also listed under Professional Development)

Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., & Clarke-Stewart, K. (2010). Instruction, teacher–student relations, and math achievement trajectories in elementary school. Journal of Educational Psychology, 102(2), 407-417. doi:10.1037/a0017762
(also listed under Elementary)

Houts, R. M., Caspi, A., Pianta, R. C., Arseneault, L., & Moffitt, T. E. (2010). The challenging pupil in the classroom: The effect of the child on the teacher. Psychological Science, 21(12), 1802-1810. doi:10.1177/0956797610388047
(also listed under Elementary)

Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166-176. doi:10.1016/j.ecresq.2009.10.004
(also listed under Measurement and Preschool)

Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and change in early childhood classroom interactions during the first two hours of a day. Early Childhood Research Quarterly, 25(3), 373-384. doi:10.1016/j.ecresq.2010.02.004
(also listed under Measurement)

Henry, A. E., & Pianta, R. C. (2010). Effective teacher-child interactions and children's literacy: Evidence for scalable, aligned approaches to professional development. In S. B. Neuman, & D. K. Dickinson (Eds.), Handbook of early literacy research, volume 3 (pp. 308-321). New York: Guilford Press.
(also listed under Measurement)

Pianta, R. C., & Hamre, B. K. (2009). Classroom processes and positive youth development: Conceptualizing, measuring, and improving the capacity of interactions between teachers and students. New Directions for Youth Development, (121), 33-46. doi:10.1002/yd.295
(also listed under Measurement, Policy, and Secondary)

Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119. doi:10.3102/0013189X09332374
(also listed under Measurement, Policy, and Secondary)

Pianta, R. C., & Hamre, B. K. (2009). A lot of students and their teachers need support: Using a common framework to observe teacher practices might help. Educational Researcher, 38(7), 546-548. doi:10.3102/0013189X09348786
(also listed under Measurement, Policy, and Secondary)

Stuhlman, M. W., & Pianta, R. C. (2009). Profiles of educational quality in first grade. Elementary School Journal, 109(4), 323-342. doi:10.1086/593936
(also listed under Policy)

La Paro, K. M., Hamre, B. K., Locasale-Crouch, J., Pianta, R. C., Bryant, D., Early, D., . . . Burchinal, M. (2009). Quality in kindergarten classrooms: Observational evidence for the need to increase children's learning opportunities in early education classrooms. Early Education and Development, 20(4), 657-692. doi:10.1080/10409280802541965
(also listed under Elementary)

Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C., Howes, C., Burchinal, M., . . . Barbarin, O. (2009). The relations of observed pre-k classroom quality profiles to children's achievement and social competence. Early Education and Development, 20(2), 346-372.
(also listed under School Readiness)

Hamre, B. K., Pianta, R. C., & Chomat-Mooney, L. (2009). Conducting classroom observations in school-based research. In L. M. Dinella (Ed.), Conducting science-based psychology research in schools (pp. 79-105). Washington, D. C.: American Psychological Association. doi:10.1037/11881-004
(also listed under Measurement)

Burchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction. Applied Developmental Science, 12(3), 140-153.
(also listed under Policy and School Readiness)

Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children's achievement trajectories in elementary school. American Educational Research Journal, 45(2), 365-397. doi:10.3102/0002831207308230
(also listed under Elementary)

Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 51-68. doi:10.1016/j.ecresq.2007.09.004
(also listed under Preschool)

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., . . . Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79(3), 732-749. doi:10.1111/j.1467-8624.2008.01154.x
(also listed under School Readiness)

Hamre, B. K., LoCasale-Crouch, J., & Pianta, R. C. (2008). Formative assessment of classrooms: Using classroom observations to improve implementation quality. In L. M. Justice, & C. Vukelich (Eds.), Achieving excellence in preschool literacy instruction (pp. 102-119). New York: Guilford Press.
(also listed under Measurement)

Pianta, R. C., Belsky, J., Houts, R., & Morrison, F. (2007). Teaching. opportunities to learn in America's elementary classrooms. Science (New York, N.Y.), 315(5820), 1795-1796.
(also listed under Elementary and Policy)

LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., . . . Barbarin, O. (2007). Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22(1), 3-17. doi:10.1016/j.ecresq.2006.05.001
(also listed under Policy)

Downer, J. T., Rimm-Kaufman, S., & Pianta, R. C. (2007). How do classroom conditions and children's risk for school problems contribute to children's behavioral engagement in learning? School Psychology Review, 36(3), 413-432.
(also listed under School Readiness)

Teacher-Student Relationships

Koomen, H. M. Y., Verschueren, K., van Schooten, E., Jak, S., & Pianta, R. C. (2012). Validating the student-teacher relationship scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology, 50(2), 215-234. doi:10.1016/j.jsp.2011.09.001
(also listed under Measurement)

Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment and Human Development. 14(3),213-231. doi:10.1080/14616734.2012.672262

Driscoll, K. C., Mashburn, A. J., Wang, L., & Pianta, R. C. (2011). Fostering supportive Teacher–Child relationships: Intervention implementation in a state-funded preschool program. Early Education and Development, 22(4), 593-619. doi:10.1080/10409289.2010.502015
(also listed under Preschool)

Driscoll, K. C., & Pianta, R. C. (2010). Banking time in head start: Early efficacy of an intervention designed to promote supportive Teacher–Child relationships. Early Education & Development, 21(1), 38-64. doi:10.1080/10409280802657449
(also listed under Preschool)

Jerome, E. M., Hamre, B. K., & Pianta, R. C. (2009). Teacher—child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development, 18(4), 915-945. doi:10.1111/j.1467-9507.2008.00508.x
(also listed under Elementary)

Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers' perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17(1), 115-136.

Myers, S. S., & Pianta, R. C. (2008). Developmental commentary: Individual and contextual influences on student-teacher relationships and children's early problem behaviors. Journal of Clinical Child and Adolescent Psychology, 37(3), 600-608. doi:10.1080/15374410802148160

Jerome, E. M., & Pianta, R. C. (2008). Teacher–Student relationships. In T. L. Good (Ed.), 21st century education: A reference handbook (pp. 158-165). Los Angeles: Sage Publications.

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