| Children's engagement within the preschool classroom and their development of self-regulation AP Williford, JE Vick Whittaker, VE Vitiello, JT Downer Early Education & Development 24 (2), 162-187, 2013 | 369 | 2013 |
| Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors VE Vitiello, LM Booren, JT Downer, AP Williford Early childhood research quarterly 27 (2), 210-220, 2012 | 263 | 2012 |
| Observations of children's interactions with teachers, peers, and tasks across preschool classroom activity settings LM Booren, JT Downer, VE Vitiello Early Education & Development 23 (4), 517-538, 2012 | 253 | 2012 |
| Cognitive flexibility, approaches to learning, and academic school readiness in Head Start preschool children VE Vitiello, DB Greenfield, P Munis Self-Regulation and Early School Success, 34-56, 2016 | 155 | 2016 |
| The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income … X Domínguez, VE Vitiello, JM Fuccillo, DB Greenfield, ... Journal of school psychology 49 (2), 175-195, 2011 | 135 | 2011 |
| A longitudinal examination of young children’s learning behavior: Child-level and classroom-level predictors of change throughout the preschool year X Domínguez, VE Vitiello, MF Maier, DB Greenfield School Psychology Review 39 (1), 29-47, 2010 | 134 | 2010 |
| Thresholds in the association between child care quality and child outcomes in rural preschool children M Burchinal, L Vernon-Feagans, V Vitiello, M Greenberg, ... Early childhood research quarterly 29 (1), 41-51, 2014 | 133 | 2014 |
| 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 | 97 | 2020 |
| Executive functions and approaches to learning in predicting school readiness VE Vitiello, DB Greenfield Journal of Applied Developmental Psychology 53, 1-9, 2017 | 94 | 2017 |
| 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 | 74 | 2022 |
| Curiosity in schools JJ Jirout, VE Vitiello, SK Zumbrunn The new science of curiosity 1 (1), 243-266, 2018 | 74 | 2018 |
| Relations between social skills and language and literacy outcomes among disruptive preschoolers: Task engagement as a mediator V Vitiello, AP Williford Early Childhood Research Quarterly 36, 136-144, 2016 | 72 | 2016 |
| Goodness of fit between children and classrooms: Effects of child temperament and preschool classroom quality on achievement trajectories VE Vitiello, O Moas, HA Henderson, DB Greenfield, PM Munis Early Education & Development 23 (3), 302-322, 2012 | 72 | 2012 |
| A multilevel model of child-and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start MF Maier, VE Vitiello, DB Greenfield Early Childhood Research Quarterly 27 (1), 104-114, 2012 | 63 | 2012 |
| Starting early: The benefits of attending early childhood education programs at age 3 A Ansari, RC Pianta, JV Whittaker, VE Vitiello, EA Ruzek American Educational Research Journal 56 (4), 1495-1523, 2019 | 62 | 2019 |
| Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs JM Russo, AP Williford, AJ Markowitz, VE Vitiello, D Bassok Early Childhood Research Quarterly 48, 14-25, 2019 | 61 | 2019 |
| Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics A Ansari, RC Pianta, JE Whittaker, V Vitiello, E Ruzek Early Childhood Research Quarterly 54, 60-71, 2021 | 45 | 2021 |
| Measuring the quality of teacher–child interactions at scale: Comparing research-based and state observation approaches VE Vitiello, D Bassok, BK Hamre, D Player, AP Williford Early Childhood Research Quarterly 44, 161-169, 2018 | 45 | 2018 |
| Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers. A Ansari, RC Pianta, JV Whittaker, VE Vitiello, EA Ruzek Developmental Psychology 56 (11), 2027, 2020 | 42 | 2020 |
| Using data-driven, video-based early childhood consultation with teachers to reduce children’s challenging behaviors and improve engagement in preschool classrooms JT Downer, AP Williford, RJ Bulotsky-Shearer, VE Vitiello, J Bouza, ... School Mental Health 10, 226-242, 2018 | 42 | 2018 |
