Robert C. Pianta
Impact in
- Education top 0.01%
- Early Childhood Education and Development
- Parental Involvement in Education
- Teacher Education and Leadership Studies
- Child Development and Digital Technology
- Developmental and Educational Psychology top 0.02%
- Educational and Psychological Assessments
- Reading and Literacy Development
Papers in
- Education 277
- Early Childhood Education and Development 239
- Parental Involvement in Education 153
- Teacher Education and Leadership Studies 45
- School Choice and Performance 24
- Child Development and Digital Technology 19
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- Child and Adolescent Psychosocial and Emotional Development 94
- Family and Disability Support Research 35
- Co-authors
- Bridget K. Hamre (64 shared papers)Margaret Burchinal (39 shared papers)Jason T. Downer (42 shared papers)Andrew J. Mashburn (21 shared papers)Carollee Howes (36 shared papers)Sara E. Rimm‐Kaufman (14 shared papers)Martha J. Cox (15 shared papers)Karen M. La Paro (17 shared papers)
- Journals
- Early Childhood Research Quarterly (38 papers)Early Education and Development (31 papers)Child Development (17 papers)School Psychology Review (15 papers)Journal of School Psychology (15 papers)
- Partner nations
- United StatesCanadaNetherlands
In The Last Decade
Robert C. Pianta
322 papers receiving 35.1k citations
Robert C. Pianta's Hit Papers
Peers
Comparison fields: 5 of 156
- Education 32.9k
- Developmental and Educational Psychology 9.6k
- Clinical Psychology 14.8k
- Safety Research 2.4k
- Social Psychology 4.2k
Countries citing papers authored by Robert C. Pianta
This map shows the geographic impact of Robert C. Pianta's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Robert C. Pianta with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robert C. Pianta more than expected).
Fields of papers citing papers by Robert C. Pianta
This network shows the impact of papers produced by Robert C. Pianta. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Robert C. Pianta. The network helps show where Robert C. Pianta may publish in the future.
Co-authors
The 25 scholars most cited alongside Robert C. Pianta, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
Showing the 20 most-cited of 330 papers — load more, or switch the sort, to bring in the rest.
| # | Work | ||
|---|---|---|---|
| 1 | Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade Hit paper breakdown → | 2001 | 2120 |
| 2 | Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills Hit paper breakdown → | 2008 | 1317 |
| 3 | Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Hit paper breakdown → | 2005 | 1213 |
| 4 | Enhancing relationships between children and teachers. Hit paper breakdown → | 1999 | 1210 |
| 5 | Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity Hit paper breakdown → | 2009 | 897 |
| 6 | Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs Hit paper breakdown → | 2007 | 733 |
| 7 | Teacher-Child Relationships and Children's Success in the First Years of School Hit paper breakdown → | 2004 | 718 |
| 8 | Teachers’ judgments of problems in the transition to kindergarten Hit paper breakdown → | 2000 | 712 |
| 9 | The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment Hit paper breakdown → | 1995 | 649 |
| 10 | Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs Hit paper breakdown → | 2007 | 640 |
| 11 | An Ecological Perspective on the Transition to Kindergarten Hit paper breakdown → | 2000 | 626 |
| 12 | Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? Hit paper breakdown → | 2005 | 620 |
| 13 | Recent trends in research on teacher–child relationships Hit paper breakdown → | 2012 | 597 |
| 14 | School Readiness and the Transition to Kindergarten in the Era of Accountability. Hit paper breakdown → | 2007 | 567 |
| 15 | Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms Hit paper breakdown → | 2008 | 520 |
| 16 | Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories Hit paper breakdown → | 2002 | 519 |
| 17 | Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs Hit paper breakdown → | 2009 | 514 |
| 18 | The Classroom Assessment Scoring System: Findings from the Prekindergarten Year Hit paper breakdown → | 2004 | 467 |
| 19 | Teaching through Interactions Hit paper breakdown → | 2013 | 457 |
| 20 | Quality of language and literacy instruction in preschool classrooms serving at-risk pupils Hit paper breakdown → | 2008 | 453 |
About Robert C. Pianta
Robert C. Pianta is a scholar working on Education, Clinical Psychology, Developmental and Educational Psychology, Social Psychology and Pediatrics, Perinatology and Child Health, having authored 330 papers that have together received 39.1k indexed citations. Recurring topics across this work include Early Childhood Education and Development (239 papers), Parental Involvement in Education (153 papers), Child and Adolescent Psychosocial and Emotional Development (94 papers), Teacher Education and Leadership Studies (45 papers), Educational and Psychological Assessments (42 papers), Family and Disability Support Research (35 papers), School Choice and Performance (24 papers) and Child Development and Digital Technology (19 papers). The work is most often cited by research in Education (32.9k citations), Developmental and Educational Psychology (9.6k citations), Clinical Psychology (14.8k citations), Safety Research (2.4k citations) and Social Psychology (4.2k citations). Robert C. Pianta has collaborated with scholars based in United States, Canada and Netherlands. Frequent co-authors include Bridget K. Hamre, Margaret Burchinal, Jason T. Downer, Andrew J. Mashburn, Carollee Howes, Sara E. Rimm‐Kaufman, Martha J. Cox, Karen M. La Paro, Megan Stuhlman and Diane Early. Their work appears in journals such as Early Childhood Research Quarterly, Early Education and Development, Child Development, School Psychology Review and Journal of School Psychology.
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.