Alexander, K.L., Entwistle, D.R., & Thompson, M.S. (1987). School performance, status relations, and the structure of sentiment: Bring the teacher back in. American Sociological Review, 52, 665-682.
Barkley, R. (1987). Defiant children: A clinician's manual for parent training. New York: Guilford.
Barkley, R. A. (1997). Defiant children: A clinician's manual for assessment and parent training (2nd ed.). New York: Guilford Press.
Birch, S. & Ladd, G. (1996). Interpersonal relationships in the school environment and children's early school adjustment. In K. Wentzel & J. Juvonen (Eds.), Social motivation: Understanding children's school adjustment. (Pp. 199-225). Cambridge University Press.
Birch, S., & Ladd, G. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79.
Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946.
Bowlby, J. (1969). Attachment and loss, vol. 1: Attachment. New York: Basic Books.
Campbell, S. B. (1994). Hard-to-manage preschool boys: Externalizing behavior, social competence, and family context at two-year follow-up. Journal of Abnormal Child Psychology, 22, 147-166.
Cassidy, J. (1994). Emotion regulation: Influences of attachment relationships. In N. A. Fox (Ed.), The development of emotion regulation: Biological and behavioral considerations. Monographs of the Society for Research in Child Development, vol. 59 (serial no. 240) (pp. 228-249).
Cost, Quality and Child Outcomes Study Team. (1995). Cost, quality and child outcomes in child care centers: Public report. Denver: Economics Department, University of Colorado at Denver.
Denham, S., & Burton, R. (1996). A social-emotional intervention for at-risk four-year olds. Journal of School Psychology, 34, 225-246.
Doll, B. (1996). Children without friends: Implications for practice and policy. School Psychology Review, 25, 165-183.
Elicker, J., Egeland, B., & Sroufe, L. A. (1992). Predicting peer competence and peer relationships in childhood from early parent-child relationships. In R. Parke and G. Ladd (Eds.), Family-peers relationships: Modes of linkage (pp. 77-106). Hillsdale, NJ: Erlbaum.
George, C., & Solomon, J. (1991). Children's representations of the practicing family using a doll play technique. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, WA.
Goldstein, S. (1993). Understanding and managing children's classroom behavior. New York: Wiley.
Goldstein, S. (1995). Clinical Interview Form. Salt Lake City, UT: Neurology, Learning and Behavior Center.
Greenberg, M. T., Kusche, C. A., & Speltz, M. (1991). Emotional regulation, self-control, and psychopathology: The role of relationships in early childhood. In D. Cicchetti & S. Toth (Eds.), Rochester symposium on developmental psychopathology (pp. 21-55). Hillsdale, NJ: Erlbaum.
Greenberg, M. T., Speltz, M. L., & DeKlyen, M. (1993). The role of attachment in the early development of disruptive behavior disorders. Development and Psychopathology, 5, 191-213.
Greene, R., Abidin, R. R., & Kmetz, K. (in press). The Index of Teaching Stress: A measure of student-teacher compatibility. Journal of School Psychology.
Hamilton, C.E., & Howes, C. (1992). A comparison of young children's relationships with mothers and teachers. In R. C. Pianta (Ed.), Relationships between children and non-parental adults: New directions in child development. San Francisco: Jossey-Bass.
Hamre, B. K., & Pianta, R. C. (1999). Early teacher-child relationships and the trajectory of children's academic and behavior outcomes through eighth grade. Unpublished manuscript, University of Virginia.
Howes, C., & Ritchie, S. (1999). Attachment organizations in children with difficult life circumstances. Development & Psychopathology, 11, 251-268.
Howes, C., & Matheson, C. C. (1992). Contextual constraints on the concordance of mother-child and teacher-child relationships. In R.C. Pianta (Ed.), Relationships between children and non-parental adults: New directions in child development. San Francisco: Jossey-Bass.
Howes, C., Matheson, C. C., & Hamilton, C. E. (1994). Maternal, teacher, and child-care history correlates of children's relationships with peers. Child Development, 65, 264-273.
Johnson, D. W., Johnson, R. T., Buckman, L. A., & Richards, P. S. (1985). The effect of prolonged implementation of cooperative learning on social support within the classroom. Journal of Psychology, 119, 405-411.
Ladd, G. W., & Price, J. M. (1987). Predicting children's social and school adjustment following the transition from preschool to kindergarten. Child Development, 58, 1168-1189.
La Paro, K., & Pianta, R. C. (1996). System for observing kindergarten classrooms. Unpublished manuscript, University of Virginia.
Lynch, M., & Cicchetti, D. (1992). Maltreated children's reports of relatedness to their teachers. In R.C. Pianta (Ed.), Relationships between children and non-parental adults: New directions in child development (pp. 81-108). San Francisco: Jossey-Bass.
Lynch, M., & Cicchetti, D. (1997). Children's relationships with adults and peers: An examination of elementary and junior high school students. Journal of School Psychology, 35, 81-100.
Main, M., & Goldwyn, R. (1994). Adult Attachment Interview Scoring Manual. University of California at Berkeley, Department of Psychology, Berkeley, CA.
NICHD Early Child Care Research Network. (in preparation). Child care and adjustment in preschool. Manuscript in preparation, National Institute of Child Heath and Human Development, Washington, DC.
Pederson, E., Faucher, T. A., & Eaton, W. W. (1978). A new perspective on the effects of first grade teachers on children's subsequent adult status. Harvard Educational Review, 48, 1-31.
Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32, 15-32.
Pianta, R. C. (1997). Teacher Relationship Interview. University of Virginia, Charlottesville, VA: Author.
Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
Pianta, R. C., & Harbers, K. (1996). Observing mother and child behavior in a problem solving situation at school entry: Relations with academic achievement. Journal of School Psychology, 34, 307-322.
Pianta, R. C., O'Connor, T. G., Morog, M. C., Button, S., Dimmock, J., & Marvin, R. S. (1993). Scoring guide for the Parent Development Interview. Unpublished manuscript, University of Virginia, Charlottesville, VA.
Pianta, R. C., & Steinberg, M. (1992). Relationships between children and kindergarten teachers from the teachers' perspective. In R. Pianta (Ed.) Beyond the parent: The role of other adults in children's lives (pp. 61-80). San Francisco, CA: Jossey-Bass.
Pianta, R. C., Steinberg, M., & Rollins, K. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7, 297-312.
Pianta, R. C., & Walsh, D. (1996). High-risk children in the schools: Creating sustaining relationships. New York: Routledge.
Resnick, M. D., Bearman, P. S., Blum, R. W. Bauman, K., Harris, K. M., Jones, J., Tabor, J., Beuhring, T., Sieving, R. E. Shew, M., Ireland, M, Behringer, L. H., & Udry, J. R. (1997). Protecting adolescents from harm: Findings from the national longitudinal study of adolescent health. Journal of the American Medical Association, 278, 823-832.
Saft, E. W. (1994). A descriptive study of the psychometric properties of the Student-Teacher Relationship Scale. Unpublished dissertation, University of Virginia.
Saft, E. W., & Pianta, R. C. (1999). Teachers' perceptions of their relationships with students: Relations with child age, and gender and ethnicity of teachers and children. Unpublished manuscript, University of Virginia.
Sattler, J. (1997). Clinical and forensic interviewing of children and fmailies. San Diego, CA: Sattler.
Sroufe, L. A. (1989). Relationships and relationship disturbances. In A. Sameroff and R. Emde (Eds.), Relationship disturbances in early childhood (pp 97-124). New York: Basic.
Sroufe, L. A., & Fleeson, J. (1988). Attachment and the construction of relationships. In W. Hartup, & Z. Rubin (Eds.), Relationships and development. Hillsdale, NJ: Erlbaum.
Stern, D. (1989). The representation of relationship patterns: Developmental considerations. In A. J. Sameroff & R. Emde, (Eds). Relationship disturbances in early childhood (pp. 52-69). New York: Basic.
Taylor, A., & Machida, S. (1996). Student-teacher relationships of Head Start children. Paper presented at the annual meeting of the American Educational Research Association, New York.
Toth, S., & Cicchetti, D. (1996). The impact of relatedness with mother on school functioning. Journal of School Psychology, 34, 247-266.
Walker, H. M. (1994). The acting out child: Coping with classroom disruption. Longwood, CO: Sopris West.
Weinstein, R. S., & Marshall, H. H. (1984). Ecology of students' achievement expectations. Final report to the National Institute of Education.
Wellborn, J. G., & Connell, J. P. (1987). Rochester Assessment Package for Children. University of Rochester.
Wentzel, K. (1996). Effective teachers are like good parents: Understanding motivation and classroom behavior. Paper presented at the annual meeting of the American Educational Research Association, New York.
Werner, E. & Smith, R. (1980). Vulnerable but invincible. New York: Wiley.
Zeanah, C. H., Benoit, D., Barton, M., Regan, C., Hirschberg, L., & Lipsitt, L. (1993). Representations of attachment in mothers and their one-year old infants. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 278-286.