| Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade BK Hamre, RC Pianta Child development 72 (2), 625-638, 2001 | 5639 | 2001 |
| Classroom Assessment Scoring System™: Manual K-3 RC Pianta Paul H Brookes Publishing, 2008 | 4160 | 2008 |
| Enhancing relationships between children and teachers. RC Pianta American Psychological Association, 1999 | 3329 | 1999 |
| Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure? BK Hamre, RC Pianta Child development 76 (5), 949-967, 2005 | 3002 | 2005 |
| Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills AJ Mashburn, RC Pianta, BK Hamre, JT Downer, OA Barbarin, D Bryant, ... Child development 79 (3), 732-749, 2008 | 2789 | 2008 |
| Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity RC Pianta, BK Hamre Educational researcher 38 (2), 109-119, 2009 | 1962 | 2009 |
| Teacher-child relationships and children's success in the first years of school RC Pianta, MW Stuhlman School psychology review 33 (3), 444-458, 2004 | 1930 | 2004 |
| Teachers’ judgments of problems in the transition to kindergarten SE Rimm-Kaufman, RC Pianta, MJ Cox Early childhood research quarterly 15 (2), 147-166, 2000 | 1831 | 2000 |
| Student-teacher relationship scale RC Pianta, S Nimetz Journal of Psychoeducational Assessment, 2001 | 1759 | 2001 |
| Ready to learn? Children's pre-academic achievement in pre-kindergarten programs C Howes, M Burchinal, R Pianta, D Bryant, D Early, R Clifford, O Barbarin Early childhood research quarterly 23 (1), 27-50, 2008 | 1705 | 2008 |
| The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment RC Pianta, MS Steinberg, KB Rollins Development and psychopathology 7 (2), 295-312, 1995 | 1596 | 1995 |
| An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research SE Rimm-Kaufman, RC Pianta Journal of Applied developmental psychology 21 (5), 491-511, 2000 | 1591 | 2000 |
| Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions RC Pianta, BK Hamre, JP Allen Handbook of research on student engagement, 365-386, 2012 | 1458 | 2012 |
| Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs DM Early, KL Maxwell, M Burchinal, S Alva, RH Bender, D Bryant, K Cai, ... Child development 78 (2), 558-580, 2007 | 1453 | 2007 |
| Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? R Pianta, C Howes, M Burchinal, D Bryant, R Clifford, D Early, O Barbarin Applied developmental science 9 (3), 144-159, 2005 | 1440 | 2005 |
| Recent trends in research on teacher–child relationships TJ Sabol, RC Pianta Attachment & human development 14 (3), 213-231, 2012 | 1311 | 2012 |
| Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories MR Burchinal, E Peisner-Feinberg, R Pianta, C Howes Journal of school psychology 40 (5), 415-436, 2002 | 1301 | 2002 |
| High-risk children in schools: Constructing sustaining relationships R Pianta, D Walsh Routledge, 2014 | 1227 | 2014 |
| The classroom assessment scoring system: Findings from the prekindergarten year KM La Paro, RC Pianta, M Stuhlman The elementary school journal 104 (5), 409-426, 2004 | 1220* | 2004 |
| Relationships between teachers and children TJ Sabol, RC Pianta Handbook of psychology, 199-211, 2012 | 1165 | 2012 |
