Selected Publications
Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9(3), 144-159.
Rimm-Kaufman, S., La Paro, K., Downer, J., & Pianta, R. (2005). The contribution of classroom setting and quality of instruction to children’s behavior in the kindergarten classroom. Elementary School Journal, 105(4), 377-394.
Hamre, B. & Pianta, R.C. (2005) Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967.
Pianta, R., & Rimm-Kaufman, S. (2006). The social ecology of the transition to school: Classrooms, families, and children. In K. McCartney & D. Phillips (Eds.), The handbook of early childhood development (490-507). Oxford, UK: Blackwell Publishing.
Pianta, R. (2006). Classroom management and relationships between children and teachers: Implications for research and practice. In C. Evertson & C. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, & Contemporary Issues (pp. 685-710). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Pianta, R. (2006). Schools, schooling, and developmental psychopathology. In D. Cicchetti & D. Cohen (Eds.), Handbook of developmental psychopathology (2nd Edition), Volume 1: Theory and method (pp. 494-529). Hoboken, NJ: John Wiley & Sons, Inc.
Pianta, R. (2006). Teacher-child relationships and early literacy. In D. Dickinson & S. Newman (Eds.), Handbook of Early Literacy Research, Vol. II (pp. 149-162). New York: The Guilford Press.
Pianta, R. (2005). Standardized observation and professional development: A focus on individualized implementation and practices. In M. Zaslow and I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 231-254). Baltimore: Brookes Publishing.
