Robert Pianta headshot
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Robert C. Pianta

Professor
Professor
Unit: Curry School of Education
Department: Dean's Office, Curry School of Education
Office location and address
Dean's Office
417 Emmet St S
Charlottesville, Virginia 22903
Education
Ph.D., University of Minnesota-Twin Cities, 1986
M.A., University of Connecticut, 1978
B.S., University of Connecticut, 1977
Biography

Robert Pianta, PhD, is Dean of the Curry School of Education, Novartis US Foundation Professor of Education, Professor of Psychology, and founding director of the Center for Advanced Study of Teaching and Learning at the University of Virginia. Dr. Pianta‘s research and policy interests focus on the intersection of education and human development.  In particular his work has been influential in advancing the conceptualization of teacher-student interactions and relationships and documenting their contributions to students’ learning and development. Dr. Pianta has led research and development on measurement and improvement tools that help teachers interact with students more effectively and that are used widely in the United States and around the world.  Dr. Pianta received a BS and an MA in Special Education from the University of Connecticut and a PhD in Psychology from the University of Minnesota. He began his career as a special education teacher and joined the University of Virginia faculty in 1986. He is past Editor of the Journal of School Psychology and associate editor for AERA Open.   An internationally recognized expert in both early childhood education and K-12 teaching and learning, Dr. Pianta regularly consults with federal agencies, foundations, universities, and governments. He was named a Fellow of the American Education Research Association and received the Distinguished Alumni Award from the University of Minnesota in 2016.

Robertson Innovations in Education
Source: Robertson Foundation
May 15, 2020 – May 31, 2023
CU-Virginia Education Sciences Predoctoral Training Program
Source: U.S. Department Of Education
September 01, 2014 – August 31, 2021
CU-Building an effective pk-3 education system: Actionable aspects of policies, schools, and classroom processes that promote children's learning in the nation's 11th largest school district
Source: U.S. Department Of Education
June 01, 2016 – May 31, 2021
CU-CASTL Features of early childhood education coaching interventions that mediate and moderate impacts on teacher-child interactions and child outcomes
Source: U.S. Department Of Education
July 01, 2017 – December 31, 2019
CU-CASTL National Education Researcher Database (NERD)
Source: Ewing Marion Kauffman Foundation
November 01, 2016 – October 30, 2018
CU-CASTL Head Start Classroom Age Composition and Children's Early Learning and Development: Understanding When and Why it Matters
Source: OHIO STATE UNIVERSITY, THE
September 01, 2016 – August 31, 2018
CU-CASTL Early Adversity, Childhood Educational Experiences, and Adulthood Physical Health
Source: University of Washington
July 12, 2017 – March 31, 2018
UVA Interdisciplinary Predoctoral Training Program in Education Sciences
Source: U.S. Department of Education - Educational Res. &
September 01, 2009 – August 31, 2017
CU-CASTL SP Activity, Federal
Source: Industry - Various
July 01, 2005 – June 30, 2017
CU-CASTL SP Activity, Non-Federal
Source: Industry - Various
July 01, 2005 – June 30, 2017
CU- Recasting the Challenges of Classroom Management: Strengthening Capacity of Teacher-Student Interactions to Engage Diverse Learners
Source: William T. Grant Foundation
July 01, 2014 – June 30, 2016
CU-UW-National Center of Quality Teaching and Learning YR05
Source: University of Washington
September 15, 2014 – June 14, 2016
CU-CASTL Designing for Impact in ECE: Phase I
Source: New Profit, Inc.
August 01, 2015 – April 30, 2016
CU-CASTL UW/National Center of Quality Teaching and Learning YR06
Source: University of Washington
September 15, 2015 – March 15, 2016
CU-Tools for effective classroom relationships
Source: The Atlantic Philanthropies
July 01, 2013 – December 31, 2015
CU-Project CYCLE TRPrice
Source: T. Rowe Price Foundation, Inc.
November 01, 2012 – October 31, 2015
CU-Workforce Development, Quality and Impact in Early Education
Source: The David & Lucile Packard Foundation
November 15, 2013 – June 30, 2015
CU-Executive Leadership Program for Senior-Level Educator Teams
Source: The Wallace Foundation
February 01, 2006 – June 30, 2015
CU-Packard Foundation-New Designs for Teacher Preparation in pk-3
Source: The David & Lucile Packard Foundation
September 22, 2011 – March 31, 2015
CU-Project CYCLE Abell
Source: The Abell Foundation
November 01, 2012 – October 31, 2014
CU-UW/National Center on Quality Teaching and Learning YR04
Source: University of Washington
September 15, 2013 – September 14, 2014
CU-Project CYCLE
Source: Baltimore City Board of School Commissioners
July 25, 2012 – December 21, 2013
CU-Gates Professional Development Outcomes
Source: Cambridge Education LLC
November 01, 2011 – October 31, 2013
CU-Gates Professional Development Outcomes
Source: Cambridge Education LLC
November 01, 2011 – October 31, 2013
CU-UW/National Center on Quality Teaching and Learning
Source: University of Washington
September 15, 2012 – September 14, 2013
EN-SE Technology Based Evaluation of Classroom Learning
Source: U.S. NSF - Directorate For Engineering
September 01, 2008 – August 31, 2013
CU-National Center for Research on Early Childhood Education
Source: U.S. Department Of Education
July 01, 2006 – August 31, 2013
CU-Impact Evaluation of Teacher and Leader Evaluation Systems
Source: American Institutes for Research (AIR)
September 29, 2011 – May 31, 2013
CU-Gates MET Volume Publication
Source: Bill & Melinda Gates Foundation
April 01, 2012 – March 31, 2013
PSYC 3590: Research in Psychology
Credits: 2–3
An original experimental project is undertaken in which each student is responsible for the design and operation of the experiment. S/U grading. May be repeated for credit. Prerequisite: 14 credits of psychology and instructor permission.
EDHS 4995: Directed Research
Credits: 1–6
Prerequisite: Instructor permission.
EDHS 9995: Independent Research
Credits: 1–12
Independent Research
EDHS 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisite: Advisor permission required.
EDIS 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required
EDHS 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.
EDIS 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.
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