The following is a selection of publications using the Student-Teacher Relationship Scale:
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.
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.
Howes, C., & Hamilton, C. E. (1992). Children's relationships with caregivers: Mothers and child-care teachers. Child Development, 63, 859-866.
Howes, C., & Hamilton, C. E. (1992). Children's relationships with child-care teachers: Stability and concordance with parental attachments. Child Development, 63, 867-878.
Howes, C., Hamilton, C. E., & Matheson, C. C. (1994). Children's relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65, 253-263
Howes, C., & Matheson, C. C. (1992). Contextual constraints on the concordance of mother-child and teacher-child relationships. In R. C. Pianta (Ed., new Directions in Child Development: Vol. 57. Relationships between children and on-parental adults (pp. 25-90). 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.
Howes, C., & Ritchie, S. (1999). Attachment organizations in children with difficult life circumstances. Development & Psychopathology,11, 251-268.
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.
Pianta, R. C. (1992). Beyond the parent: The role of other adults in children's lives. New Directions in Child Development, Vol. 57. San Francisco: Jossey Bass.
Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32, 15-32.
Pianta, R. C. (1997). Adult-child relationship processes and early schooling. Early Education and Development, 8, 11-26.
Pianta, R. C. (1997b). Teacher Relationship Interview. University of Virginia, Charlottesville, VA: Author.
Pianta, R. C. (1997c). Banking Time: Manual and Procedures. University of Virginia, Charlottesville, VA: Author.
Pianta, R. C., & Nimetz, S. (1991). Relationships between teachers and children: Associations with behavior at home and in the classroom. Journal of Applied Developmental Psychology, 12, 379-393.
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.
In addition, the STRS long and short forms have been used in the following major research studies that will yield substantial publications in the near term:
The NICHD Study of Early Child Care and Youth Development (used with a sample of more than 1,000 children at ages 54 months through 5th grade)
The Cost, Quality and Child Outcomes Study (used with a sample of more than 400 children in 4 states from 48 months through second grade).
Selected items are used in large national studies of Head Start quality and in the Early Childhood Longitudinal Study.