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Robert C. Pianta
Researcher at University of Virginia
Publications - 379
Citations - 58240
Robert C. Pianta is an academic researcher from University of Virginia. The author has contributed to research in topics: Early childhood education & Academic achievement. The author has an hindex of 123, co-authored 365 publications receiving 52989 citations. Previous affiliations of Robert C. Pianta include University of Connecticut & Temple University.
Papers
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Journal ArticleDOI
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
TL;DR: Relational Negativity in kindergarten was related to academic and behavioral outcomes through eighth grade, particularly for children with high levels of behavior problems in kindergarten and for boys generally.
Journal ArticleDOI
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.
Andrew J. Mashburn,Robert C. Pianta,Bridget K. Hamre,Jason T. Downer,Oscar A. Barbarin,Donna M. Bryant,Margaret Burchinal,Diane M. Early,Carollee Howes +8 more
TL;DR: Analysis of prekindergarten programs in 11 states suggests that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness.
Journal ArticleDOI
Can Instructional and Emotional Support in the First‐Grade Classroom Make a Difference for Children at Risk of School Failure?
TL;DR: Analysis of ways in which children's risk of school failure may be moderated by support from teachers found at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers.
Book
Enhancing Relationships Between Children and Teachers
TL;DR: In this article, the authors discuss the importance of supportive relationships in the development of a child's developing system and how school policy affects the child-teacher relationship, and how strong relationships mean less risk.
Journal ArticleDOI
Teachers’ judgments of problems in the transition to kindergarten
TL;DR: The authors examined teachers' judgments of the prevalence and types of problems children present upon entering kindergarten and found that up to 46% of teachers reported that half their class or more had specific problems in any of a number of areas in kindergarten transition.