His primary areas of study are Developmental psychology, Professional development, Academic achievement, Social relation and Interpersonal relationship. As a part of the same scientific study, Andrew J. Mashburn usually deals with the Developmental psychology, concentrating on Social psychology and frequently concerns with Perception. His Professional development research is multidisciplinary, incorporating perspectives in Literacy, Language proficiency, Curriculum and Early childhood education.
His Academic achievement research incorporates themes from Teacher education and Child development. His Social relation research includes elements of Intervention and School readiness. His Medical education study combines topics in areas such as Pedagogy and Program evaluation.
His primary scientific interests are in Developmental psychology, Mathematics education, Academic achievement, Professional development and Pedagogy. His specific area of interest is Developmental psychology, where Andrew J. Mashburn studies Child development. The concepts of his Child development study are interwoven with issues in Social relation and Program evaluation.
His study in Mathematics education is interdisciplinary in nature, drawing from both Observational study, Language development and Literacy. Andrew J. Mashburn has researched Academic achievement in several fields, including Preschool education and Public administration. Andrew J. Mashburn interconnects Social skills, Early childhood education and Set in the investigation of issues within Professional development.
Andrew J. Mashburn mainly focuses on Developmental psychology, Cognitive psychology, Mindfulness, Occupational safety and health and Affect. Developmental psychology is closely attributed to Observational study in his work. His studies deal with areas such as Intervention, Theory of mind, Metatheory and Spatial ability as well as Cognitive psychology.
His work carried out in the field of Mindfulness brings together such families of science as Student engagement, Well-being, Educational psychology and Burnout. His Occupational safety and health studies intersect with other disciplines such as Empirical research, Medical education, School teachers, Professional development and Attendance. His Affect study incorporates themes from Family stress and Delay of gratification.
Developmental psychology, Mindfulness, Occupational safety and health, Affect and Function are his primary areas of study. His Head start, Peer relationships and Teacher report study in the realm of Developmental psychology connects with subjects such as Work and Scoring system. The study incorporates disciplines such as Student engagement, Medical education, Educational psychology, School teachers and Empirical research in addition to Mindfulness.
His Occupational safety and health research overlaps with other disciplines such as Professional development, Attendance, Well-being, Burnout and Occupational burnout. His biological study spans a wide range of topics, including Psychological intervention, Family stress and Delay of gratification. Function combines with fields such as Cognitive psychology, Low income, School readiness, Emotional development and Child development in his work.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.
Andrew J. Mashburn;Robert C. Pianta;Bridget K. Hamre;Jason T. Downer.
Child Development (2008)
Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs
Diane M. Early;Kelly L. Maxwell;Margaret Burchinal;Soumya Alva.
Child Development (2007)
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Margaret Burchinal;Nathan Vandergrift;Robert Pianta;Andrew Mashburn.
Early Childhood Research Quarterly (2010)
Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.
Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre.
Early Childhood Research Quarterly (2008)
Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.
Laura M. Justice;Andrew J. Mashburn;Bridget K. Hamre;Robert C. Pianta.
Early Childhood Research Quarterly (2008)
Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms
Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Jamie DeCoster.
Elementary School Journal (2013)
Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors
Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Andrew J. Mashburn.
Social Development (2007)
Social Relationships and School Readiness
Andrew J. Mashburn;Robert C. Pianta.
Early Education and Development (2006)
Peer Effects on Children’s Language Achievement During Pre-Kindergarten
Andrew J. Mashburn;Laura M. Justice;Jason T. Downer;Robert C. Pianta.
Child Development (2009)
Teacher and Classroom Characteristics Associated With Teachers' Ratings of Prekindergartners' Relationships and Behaviors.
Andrew J. Mashburn;Bridget K. Hamre;Jason T. Downer;Robert C. Pianta.
Journal of Psychoeducational Assessment (2006)
If you think any of the details on this page are incorrect, let us know.
We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below: