Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
20012.1k citationsBridget K. Hamre, Robert C. Piantaprofile →
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
20081.3k citationsRobert C. Pianta, Bridget K. Hamre et al.profile →
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
20051.2k citationsBridget K. Hamre, Robert C. Piantaprofile →
Enhancing relationships between children and teachers.
2012338 citationsBridget K. Hamre, Robert C. Pianta et al.profile →
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary
2013312 citationsBridget K. Hamre, Robert C. Pianta et al.School Psychology Reviewprofile →
Countries citing papers authored by Robert C. Pianta
Since
Specialization
Citations
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-authorship network of co-authors of Robert C. Pianta
This figure shows the co-authorship network connecting the top 25 collaborators of Robert C. Pianta.
A scholar is included among the top collaborators of Robert C. Pianta based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Robert C. Pianta. Robert C. Pianta is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Pianta, Robert C.. (2017). Learning from the Science of Learning: If We Know So Much, Why Aren't We Smarter?. Education next. 17(4). 79.1 indexed citations
6.
Jamil, Faiza M., Jason T. Downer, & Robert C. Pianta. (2012). Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion.. Teacher education quarterly (Claremont, Calif.). 39(4). 119–138.81 indexed citations
7.
Pianta, Robert C.. (2012). Implementing Observation Protocols: Lessons for K-12 Education from the Field of Early Childhood.. Issue Lab (Candid).10 indexed citations
8.
Pianta, Robert C.. (2012). Handbook of Early Childhood Education..211 indexed citations
9.
Hamre, Bridget K., Robert C. Pianta, Margaret Burchinal, et al.. (2012). A Course on Effective Teacher-Child Interactions. Research Brief.. Early childhood education.
10.
Hatfield, Bridget E., Bridget K. Hamre, Jennifer LoCasale‐Crouch, et al.. (2012). Teacher Characteristics Influence Responsiveness to a Course and a Consultancy Focused on Effective Teacher-Child Interactions.. Society for Research on Educational Effectiveness.4 indexed citations
11.
Kinzie, Mable B., Robert C. Pianta, Carolyn R. Kilday, Patrick McGuire, & Ashley M. Pinkham. (2009). Development of Curricula, Teacher Supports, and Assessments for Pre-Kindergarten Mathematics and Science. Society for Research on Educational Effectiveness.5 indexed citations
12.
Pianta, Robert C.. (2007). Preschool Is School, Sometimes: Making Early Childhood Education Matter.. Education next. 7(1). 44–49.9 indexed citations
13.
Pianta, Robert C., et al.. (2006). MyTeachingPartner: An Innovative Model of Professional Development. Young children. 61(2). 42–43.6 indexed citations
Stuhlman, Megan & Robert C. Pianta. (2002). Teachers' Narratives about Their Relationships with Children: Associations with Behavior in Classrooms. (Special Topic). School Psychology Review. 31(2). 148–41.74 indexed citations
17.
Kraft-Sayre, Marcia & Robert C. Pianta. (2001). Enhancing the Transition to Kindergarten: Connecting Families and Elementary Schools.. Dimensions of early childhood. 29(1). 25–29.2 indexed citations
18.
Pianta, Robert C. & Marcia Kraft-Sayre. (1999). Parents' Observations about Their Children's Transitions to Kindergarten.. Young children. 54(3). 47–52.43 indexed citations
Pianta, Robert C.. (1992). Beyond the parent : the role of other adults in children's lives.161 indexed citations
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.