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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, and the MyTeachingPartner pre-k teacher professional development program. He is currently 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.

Representative Publications

Early Childhood Development

  • Serpell, Z. N., & Mashburn, A. J. (in press).  Family-school connectedness and children’s early social development.  Social Development.
  • Justice, L., Mashburn, A. J., & Petscher, Y. (in press). Very early language skills of poor comprehenders.  Journal of Research in Reading
  • Mashburn, A. J. & Maxwell, K.  (2011). Comprehensive Evaluation Plan for the Virginia Star Quality Initiative.  Report prepared for the Virginia Early Childhood Foundation
  • Mashburn, A. J., Williford, A., Dawson, A., & Matthews, K.  Final Report for the Evaluation of the Impacts of the SBSHR Quality Enhancement Initiative on Preschool Center Quality and Child Outcomes (2011).  Report prepared for Smart Beginnings South Hampton Roads. 
  • Justice, L. M., Petscher, Y., & Schatschneider, C. & Mashburn, A. J. (2011).  Peer effects in preschool classrooms:  classmates’ abilities are associated with children’s language growth. Child Development 82 (6) 1768-1777.
  • Downer, J. T., Pianta, R. C., Fan, X., Hamre, B.., Mashburn, A. J., & Justice, L. M. (2011).  Effects of web-mediated teacher professional development on the language and literacy skills of children enrolled in pre-kindergarten programs.  NHSA Dialogue, 14(4), 189-212.
  • Driscoll, K., Wang, L., Mashburn, A. J., & Pianta, R. C. (2011). Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program.  Early Education and Development, 22(4), 593-619.
  • Mashburn, A. J., 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(4), 179-198.   
  • Mashburn, A. J. & 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. New York: Cambridge University Press. pp. 243-265.
  • Mashburn, A. J. & Myers, S.  (2010) Advancing research on children with speech-language impairment:  An introduction to the Early Childhood Longitudinal Study—Kindergarten Cohort.  Language, Speech, and Hearing Services in Schools, 41, 61-69.
  • Grimm, K. J., Steele, J. S., Mashburn, A. J., Burchinal, M. & Pianta, R. C. (2010).  Early behavioral associations of achievement trajectories.  Developmental Psychology, 46(5), 976-983.
  • Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. J. (2010).  Threshold analysis of the association between child care quality and child outcomes for low-income children in pre-k programs.  Early Childhood Research Quarterly (25) 2, 166-176.
  • Mashburn, A. J., Justice, L. J., Downer, J. T., & Pianta, R. C. (2009). Peer effects on children’s language achievement during pre-kindergarten. Child Development 80(3), 686-702.
  • Mashburn, A. J., Pianta, R. C., Hamre, B. K.., Downer, J. T., 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 (3), 732-749.
  • Mashburn, A. J. (2008). Quality of social and physical environments in preschools and children’s development of academic, language, and literacy skills. Applied Developmental Science 12, (3), 113-127. 
  • Pianta, R., Mashburn, A., Downer, J., Hamre, B., & Justice L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classes. Early Childhood Research Quarterly, 23, 431-451.
  • Justice, L. M., Mashburn, A. J., Hamre, B. K, & Pianta, R. C. (2008). Quality of language and literacy instruction in pre-kindergarten programs serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 51-68.
  • Justice, L., Mashburn, A. J., Pence, K., and Wiggins, A.  (2008). Experimental evaluation of a preschool language curriculum: Effects on classroom quality and children’s expressive language skills.  Journal of Speech, Language, and Hearing Research, 51 (4), 1-19.
  • Lo Casale-Crouch, J., Mashburn, A. J., Downer, J. T. & Pianta, R. C. (2008). Pre-kindergarten teachers’ use of transition practices and children’s adjustment to kindergarten. Early Childhood Research Quarterly, 23(1), 124-139.
  • Justice, L., Cottone, E., & Mashburn, A. J., & Rimm-Kauffman, S. (2008).  Relationships between teachers and preschoolers who are at-risk:  Contribution of children’s language skills, temperament, and gender.  Early Education and Development, 19 (4), 600-621.
  • Mashburn, A. J. (2007). Evidence for creating, expanding, designing and improving high quality preschool programs. In L. Justice & C. Vukelich (Eds.), Creating Preschool Centers of Excellence in Language and Literacy. New York: Guilford Publications.
  • Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R., Bryant, D., Cai, K., Clifford, R., Ebanks, C., Griffin, J., Henry, G., Howes, C., Iriondo-Perez, J., Jeon, H. J., Mashburn, A. J., Peisner-Feinberg, E., Pianta, R., Vandergrift, N., Zill. N. (2007).  Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs.  Child Development, 78 (2), 558-580.
  • Whitaker, S., Kinzie, M., Kraft-Sayre, M., Mashburn, A. J., & Pianta, R. (2007).  Use and evaluation of web-based professional development services across participant levels of support.  Early Childhood Education Journal, 34 (6). 379-386.
  • Mashburn, A. J., 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) 4, 367-380.
  • Mashburn, A. J., & Pianta, R. (2006). Social relationships and school readiness. Early Education and Development (17) 1, 151-176.
  • Henry, G., & Rickman, D., with Ponder, B., Henderson, L., Mashburn, A. J. & Gordon, C. (2005).            Report of the findings from the Georgia Early Childhood Study: 2001-2004.  http://aysps.gsu.edu/publications/2005/EarlyChildhoodReport.pdf

 

Educational Measurement

 

  • Kilday, C.R., Kinzie, M.B., Mashburn, A.J., & Whittaker, J.V. (in press).  Accuracy of teacher judgments of preschooler's math skills. Journal of Psychoeducational Assessment.
  • Cameron, C. E., Chen, W., Blodgett, J., Cottone, E., Mashburn, A., Brock, L. & Grissmer, D (in press).  Preliminary validation of the Motor Skills Rating Scale.  Journal of Psychoeducational Assessment
  • Meyer, J. P., Henry, A. E., & Mashburn, A. J. (2011).   Occasions and the reliability of classroom observations: Alternative conceptualizations and methods of analysis.  Educational Assessment Journal 16(4) 227-243.
  • Curby, T.W., Stuhlman, M., Grimm, K., Mashburn, A., Chomat-Mooney, L., Downer, J., Hamre, B.K., & Pianta, R.C. (2011).  Within-day variability in the quality of classroom interactions during third and fifth grade: Implications for children's experiences and conducting classroom observations.  Elementary School Journal, 112(1), 16-37.
  • Henry, G., Mashburn, A. J. and Konold, T. (2007). Development and validation of a measure of young children’s attitudes toward school and learning. Journal of Psychoeducational Assessment 25(3), 271-284.
  • Mashburn, A. J., 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) 4, 367-380.
  • Mashburn, A. J., & Henry, G. (2004). Assessing school readiness: Validity and bias in preschool and kindergarten teachers’ ratings. Educational Measurement: Issues and Practice, 23(4), pp. 16-30.

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