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