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Andrew Mashburn, Ph.D.


Department of Psychology
317 Cramer Hall
Portland State University
1721 SW Broadway
Portland,OR 97207-0751
phone (503) 725-3995
fax (503) 725-3904

Email: mashburn@pdx.edu

 

Biography

Andrew J. (Andy) Mashburn is an Associate Professor in Applied Developmental Psychology at Portland State University. He received a Ph.D. in Community Psychology from Georgia State University, a MS in Industrial-Organizational Psychology from the Georgia Institute of Technology, and a BS in Psychology and Biology from the University of Alabama. Prior to coming to PSU, he was a Senior Research Scientist and Assistant Director of Research Methods at the Center for Advanced Study of Teaching and Learning at the University of Virginia.

The primary goal of Andy’s work is to identify, develop, and test new approaches to promote children’s school readiness. He has worked on evaluation studies of Georgia’s universal pre-k program, the Virginia Quality Rating and Improvement System, the MyTeachingPartner pre-k teacher professional development program, and the Multnomah County (Oregon) Early Kindergarten Transition Program. He is an investigator on three federally-funded experimental studies testing the impacts of early interventions, including the Read it Again-Pre-K Curricular Supplement, the Minds in Motion fine motor skills program, and the WINGS social and emotional learning after-school program. He also provides technical support regarding measurement and analysis for the 3rd grade follow up to the Head Start Impact Study.  Andy is also interested in educational measurement, with a recent focus on observational methods to evaluate the quality of teaching. He is an investigator on a project funded by the WT Grant Foundation to understand and refine procedures for observing classrooms to improve the reliability and validity of these measures.

PSU Research Profile

http://www.pdx.edu/psy/profile/improving-programs-promote-school-readiness

Representative Publications

Mashburn, A. (in press).  The importance of quality pre-kindergarten programs for promoting school readiness skills. In S. Landry and C. Cooper (Eds.), Wellbeing:  A Complete Reference Guide. Oxford: Wiley-Blackwell.

Mashburn, A. Promoting the growth and development of children through the child care experience. (in press)  In T. P. Gullotta and M. Bloom (Eds.), Encyclopedia of Primary Prevention and Health Promotion. New York, NY: Springer.

Mashburn, A. A conceptual framework for understanding and supporting children's transitions during early childhood. (2013).  White paper prepared for OPRE Report Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Mashburn, A. J., Downer, J. T., Rivers, S., Brackett, M., & Martinez, A. (2013). Improving the power of an experimental study of a social and emotional learning program: Application of generalizability theory to the measurement of classroom-level outcomes. Prevention Science.  Advance online publication.  doi:  10.1007/s11121-012-0357-3

Justice, L., Mashburn, A., & Petscher, Y. (2013). Very early language skills of poor comprehenders. Journal of Research in Reading, 36(2), 172-185.

Potter, D., Mashburn, A., & Grissmer, D. (2013). Family environment, fine motor skills, and academic achievement: An interdisciplinary account of early educational inequality. Social Science Research, 42(2), 446-464.

Mashburn, A., Cordier, A., Yelverton, R., & Phillips, M. (2012). Final Results from the Evaluation of Multnomah County's Kindergarten Counts' Early Kindergarten Transition Program. Research Report Prepared for Multnomah County SUN Services.

Puma, M., Bell, S., Cook, R., Heid, C., Broene, P., Jenkins, F., Mashburn, A., & Downer, J. (2012). Third grade follow-up to the Head Start Impact Study:  Final report. Washington, DC: OPRE Report #2012-45 Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Serpell, Z. N., & Mashburn, A. (2012). Family-school connectedness and children’s early social development. Social Development, 21, 21-46.

Mashburn, A., & Maxwell, K. (2011). Comprehensive Evaluation Plan for the Virginia Star Quality Initiative. Policy Report Prepared for the Virginia Early Childhood Foundation.

Meyer, J. P., Henry, A. E., & Mashburn, A. (2011). Occasions and the reliability of classroom observations: Alternative conceptualizations and methods of analysis. Educational Assessment Journal, 16, 227-243.

Mashburn, A., Downer, J. D., Hamre, B. K., Justice, L. M., & Pianta, R. C. (2010). Teaching consultation and children’s language and literacy development during pre-kindergarten. Applied Developmental Science, 14, 179 - 198.

Mashburn, A., & Pianta, R. (2010). Opportunity in early education: Improving teacher-child interactions and child outcomes. In A. Reynolds, A. Rolnick, M. Englund, & J. Temple (Eds.), Childhood Programs and Practices in the First Decade of Life:  A Human Capital Integration (pp. 243 - 265). New York, NY: Cambridge University Press.

Mashburn, A., Justice, L., Downer, J., & Pianta, R. (2009). Peer effects on children's language achievement during pre-kindergarten. Child Development, 80, 686-702.

Hamre, B., Mashburn, A., Pianta, R., Lo Cosale-Crouch, J., & LaParo, K. (2008). Technical appendix for the Classroom Assessment Scoring System (CLASS) Pre-K. In R. Pianta, K.La Paro, and B. Hamre (Ed.), Classroom Assessment Scoring System Manual--Pre-K. Baltimore: Brookes.

Lo Casale-Crouch, J., Mashburn, A., Downer, J., & Pianta, R. (2008). Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten. Early Childhood Research Quarterly, 23, 124-139.

Justice, L., Mashburn, A., Hamre, B., & Pianta, R. (2008). Quality of language and literacy instruction in pre-kindergarten programs serving at-risk pupils. Early Childhood Research Quarterly, 23, 51-68.

Mashburn, A. (2008). Quality of social and physical environments in preschools and children's development of academic, language, and literacy skills. Applied Developmental Science, 12, 113-127.

Mashburn, A. (2008). Evidence for creating, expanding, designing, and improving high quality preschool programs. In L. Justice and C. Vukelich (Ed.), Creating Preschool Centers of Excellence in Language and Literacy (pp. 5-24). New York: Guilford.

Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., Burchinal, M., Early, D., & Howes, C. (2008). Measures of pre-k quality and children's development of academic, language and social skills. Child Development, 79, 732-749.

Henry, G., Mashburn, A., & Konold, T. (2007). Development and validation of a measure of young children's attitudes toward school and learning. Journal of Psychoeducational Assessment, 25, 271-284.

Mashburn, A., Hamre, B., Downer, J., & Pianta, R. (2006). Teacher and classroom characteristics associated with teachers' ratings of pre-kindergartners relationships and behaviors. Journal of Psychoeducational Assessment, 24, 367-380

Mashburn, A., & Pianta, R. (2006). Social relationships and school readiness. Early Education and Development, 17, 151-176.

Henry, G., Rickman, D., Ponder, B., Henderson, L., Mashburn, A., & Gordon, C. (2005). Report of the findings from the Georgia Early Childhood Study:  2001-2004. Research Report Prepared for the Georgia Office of School Readiness.