SEL AND MINDFULNESS RESEARCH TEAM
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Media & Publications.

Media.

Article in the Oregonian about the MindUP project
https://www.oregonlive.com/education/2018/07/does_goldie_hawns_mindfulness.html
 
Article published in The Skanner News about the MindUP project
https://www.theskanner.com/news/northwest/27342-psu-professor-awarded-federal-grant-for-preschool-program
 
Andy’s interview on OPB’s Think Out Loud
https://www.opb.org/radio/programs/thinkoutloud/segment/meat-eating-ethics-camas-davis-killing-it-book/
​

Representative Publications.

Books:
Skinner, E., Kindermann, T. & Mashburn, A. (2019).  Lifespan Developmental System Science:  From Meta-theories to Methodologies and Back Again.  Taylor & Francis Publishing. 
Mashburn, A., LoCasale-Crouch, J., & Pears, K., (Eds). (2018). Kindergarten Transition and Readiness:  Promoting Cognitive, Social-Emotional, and Self-Regulatory Development.  Springer Publishing.  
Book Chapters:
Yelverton, R., & Mashburn, A., (2018).  A conceptual framework for understanding and supporting children’s development during the kindergarten transition.  In A.J. Mashburn, J. Locasale-Crouch, & K. Pears (Eds). Kindergarten Transition and Readiness:  Promoting Cognitive, Social-Emotional, and Self-Regulatory Development.  Springer Publishing.  
Mashburn, A., & Yelverton, R. (2018).  Patterns of experiences across Head Start and kindergarten classrooms that promote children’s long-term development.  In A.J. Reynolds  and A. J. Rolnick (Eds.), Sustaining Early Childhood Gains.  New York:  Cambridge University Press. 
Articles and Reports:
​Mashburn, A. (2017).  Evaluating the validity of classroom observations in the Head Start Designation Renewal System.  Educational Psychologist, 52,  38-49.
Curby, T., Johnson, P., Mashburn, A., & Carlis, L. (2016).  Live versus video observations:  Comparing the reliability and validity of two methods of assessing classroom quality.  Journal of Psychoeducational Assessment, 34, 765-781. 
Mashburn, A., Downer, J. T., Rivers, S., Brackett, M., & Martinez, A. (2014).  Improving the power of an efficacy study of a social and emotional learning program:  Application of Generalizability theory to the measurement of classroom level outcomes.  Prevention Science, 15(2), 146-155.
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 eport. 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.
Mashburn, A., Justice, L., Downer, J., & Pianta, R. (2009). Peer effects on children's language achievement during pre-kindergarten. Child Development, 80, 686-702.
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.
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. Atlanta, GA:  Georgia State University, Andrew Young School of Policy Studies. 

Click here for a complete list of Andy's publications


SEL and Mindfulness Research Team
Richard and Maureen Neuberger Center
1600 SW 4th Ave.
Portland, OR  97201
email Andy for more information:  mashburn@pdx.edu

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  • Home
  • People
  • Research
  • Mindfulness Research
  • Media & Publications
  • Collaborators
  • Contact
  • Mindful PreK Survey