| 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 | 1843 | 2000 |
| 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 | 1619 | 2000 |
| The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. SE Rimm-Kaufman, TW Curby, KJ Grimm, L Nathanson, LL Brock Developmental psychology 45 (4), 958, 2009 | 995 | 2009 |
| The contributions of ‘hot’and ‘cool’executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten LL Brock, SE Rimm-Kaufman, L Nathanson, KJ Grimm Early Childhood Research Quarterly 24 (3), 337-349, 2009 | 904 | 2009 |
| Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the" responsive classroom" approach SE Rimm-Kaufman, BE Sawyer The Elementary School Journal 104 (4), 321-341, 2004 | 666 | 2004 |
| Teacher–child relationship quality: The roles of child temperament and teacher–child interactions KM Rudasill, SE Rimm-Kaufman Early childhood research quarterly 24 (2), 107-120, 2009 | 641 | 2009 |
| Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. TW Curby, SE Rimm-Kaufman, CC Ponitz Journal of educational psychology 101 (4), 912, 2009 | 526 | 2009 |
| The contribution of classroom setting and quality of instruction to children’s behavior in kindergarten classrooms SE Rimm-Kaufman, KM La Paro, JT Downer, RC Pianta The elementary school journal 105 (4), 377-394, 2005 | 473 | 2005 |
| The contribution of teachers' emotional support to children's social behaviors and self-regulatory skills in first grade EG Merritt, SB Wanless, SE Rimm-Kaufman, C Cameron, JL Peugh School psychology review 41 (2), 141-159, 2012 | 424 | 2012 |
| Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom SE Rimm-Kaufman, DM Early, MJ Cox, G Saluja, RC Pianta, RH Bradley, ... Journal of Applied Developmental Psychology 23 (4), 451-470, 2002 | 396 | 2002 |
| To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? SE Rimm-Kaufman, AE Baroody, RAA Larsen, TW Curby, T Abry Journal of educational psychology 107 (1), 170, 2015 | 386 | 2015 |
| How do classroom conditions and children's risk for school problems contribute to children's behavioral engagement in learning? JT Downer, SE Rimm-Kaufman, RC Pianta School Psychology Review 36 (3), 413-432, 2007 | 380 | 2007 |
| Kindergarten classroom quality, behavioral engagement, and reading achievement CC Ponitz, SE Rimm-Kaufman, KJ Grimm, TW Curby School Psychology Review 38 (1), 102-120, 2009 | 349 | 2009 |
| Improving students’ relationships with teachers to provide essential supports for learning S Rimm-Kaufman, L Sandilos Teacher’s Modules 6 (8), 2011 | 348 | 2011 |
| The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children SE Rimm-Kaufman, MD Storm, BE Sawyer, RC Pianta, KM LaParo Journal of school psychology 44 (2), 141-165, 2006 | 333 | 2006 |
| Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach LL Brock, TK Nishida, C Chiong, KJ Grimm, SE Rimm-Kaufman Journal of School Psychology 46 (2), 129-149, 2008 | 325 | 2008 |
| Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach SE Rimm‐Kaufman, YJI Chiu Psychology in the Schools 44 (4), 397-413, 2007 | 299 | 2007 |
| Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial SE Rimm-Kaufman, RAA Larsen, AE Baroody, TW Curby, M Ko, ... American educational research journal 51 (3), 567-603, 2014 | 291 | 2014 |
| Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? DP Martin, SE Rimm-Kaufman Journal of school psychology 53 (5), 359-373, 2015 | 280 | 2015 |
| Patterns of family-school contact in preschool and kindergarten SE Rimm-Kaufman, RC Pianta School psychology review 28 (3), 426-438, 1999 | 278 | 1999 |
Robert C. PiantaProfessor of Education, University of VirginiaE-mail confirmado em virginia.edu
