| Projecting the potential impact of COVID-19 school closures on academic achievement M Kuhfeld, J Soland, B Tarasawa, A Johnson, E Ruzek, J Liu Educational Researcher 49 (8), 549-565, 2020 | 1643 | 2020 |
| How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence EA Ruzek, CA Hafen, JP Allen, A Gregory, AY Mikami, RC Pianta Learning and instruction 42, 95-103, 2016 | 736 | 2016 |
| Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics TD Keys, G Farkas, MR Burchinal, GJ Duncan, DL Vandell, W Li, ... Child development 84 (4), 1171-1190, 2013 | 362 | 2013 |
| Closing the racial discipline gap in classrooms by changing teacher practice A Gregory, CA Hafen, E Ruzek, AY Mikami, JP Allen, RC Pianta School psychology review 45 (2), 171-191, 2016 | 324 | 2016 |
| Learning during COVID-19: Initial Findings on Students' Reading and Math Achievement and Growth. Brief. M Kuhfeld, B Tarasawa, A Johnson, E Ruzek, K Lewis NWEA, 2020 | 231 | 2020 |
| What can student perception surveys tell us about teaching? Empirically testing the underlying structure of the tripod student perception survey TLB Wallace, B Kelcey, E Ruzek American Educational Research Journal 53 (6), 1834-1868, 2016 | 198 | 2016 |
| The influence of the high school classroom environment on learning as mediated by student engagement DJ Shernoff, EA Ruzek, S Sinha School psychology international 38 (2), 201-218, 2017 | 171 | 2017 |
| The quality of toddler child care and cognitive skills at 24 months: Propensity score analysis results from the ECLS-B E Ruzek, M Burchinal, G Farkas, GJ Duncan Early childhood research quarterly 29 (1), 12-21, 2014 | 163 | 2014 |
| Learning during COVID-19: Reading and math achievement in the 2020-21 school year K Lewis, M Kuhfeld, E Ruzek, A McEachin Center for School and Student Progress, 2021 | 161 | 2021 |
| Measuring effective teacher-student interactions from a student perspective: A multi-level analysis JT Downer, M Stuhlman, J Schweig, JF Martínez, E Ruzek The Journal of Early Adolescence 35 (5-6), 722-758, 2015 | 154 | 2015 |
| Perceptions of relatedness with classroom peers promote adolescents’ behavioral engagement and achievement in secondary school AY Mikami, EA Ruzek, CA Hafen, A Gregory, JP Allen Journal of youth and adolescence 46, 2341-2354, 2017 | 121 | 2017 |
| Paving the way: K-16 partnerships for higher education diversity and high school reform T Domina, E Ruzek Educational Policy 26 (2), 243-267, 2012 | 113 | 2012 |
| Using value-added models to measure teacher effects on students’ motivation and achievement EA Ruzek, T Domina, AMM Conley, GJ Duncan, SA Karabenick The Journal of Early Adolescence 35 (5-6), 852-882, 2015 | 105 | 2015 |
| Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content RC Pianta, JE Whittaker, V Vitiello, E Ruzek, A Ansari, T Hofkens, ... Journal of Applied Developmental Psychology 66, 101084, 2020 | 103 | 2020 |
| My teaching partner-secondary: A video-based coaching model A Gregory, E Ruzek, CA Hafen, AY Mikami, JP Allen, RC Pianta Theory into practice 56 (1), 38-45, 2017 | 95 | 2017 |
| Focusing on teacher–student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions CA Hafen, EA Ruzek, A Gregory, JP Allen, AY Mikami International journal of behavioral development 39 (5), 426-431, 2015 | 89 | 2015 |
| Preschool teachers’ emotional exhaustion in relation to classroom instruction and teacher-child interactions A Ansari, RC Pianta, JV Whittaker, VE Vitiello, EA Ruzek Early Education and Development 33 (1), 107-120, 2022 | 84 | 2022 |
| The impact of COVID-19 on student achievement and what it may mean for educators J Soland, M Kuhfeld, B Tarasawa, A Johnson, E Ruzek, J Liu Brown Center Chalkboard, 2020 | 83 | 2020 |
| Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate? AC Lam, EA Ruzek, K Schenke, AMM Conley, SA Karabenick Journal of Educational Psychology 107 (4), 1102, 2015 | 81 | 2015 |
| Heterogeneity of student perceptions of the classroom climate: A latent profile approach K Schenke, E Ruzek, AC Lam, SA Karabenick, JS Eccles Learning Environments Research 20, 289-306, 2017 | 74 | 2017 |
Robert C. PiantaProfessor of Education, University of Virginia在 virginia.edu 的电子邮件经过验证
