國立虎尾科技大學 |

The Perceptions of Teachers Regarding Mindfulness Training as a Means to Foster Growth and Academic Success in the Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Perceptions of Teachers Regarding Mindfulness Training as a Means to Foster Growth and Academic Success in the Classroom./
Author:	Nolan, Brian T.
Description:	1 online resource (97 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379592622

The Perceptions of Teachers Regarding Mindfulness Training as a Means to Foster Growth and Academic Success in the Classroom.
Nolan, Brian T.

The Perceptions of Teachers Regarding Mindfulness Training as a Means to Foster Growth and Academic Success in the Classroom. - 1 online resource (97 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ed.D.)--Long Island University, C. W. Post Center, 2023.

Includes bibliographical references

Mindfulness-based training of educators in our schools is a necessary skill for the success of young children. As a professional educator and a parent of three children, my interest is in exploring this topic and uncovering the why behind student executive functioning skills and the mindfulness-based strategies incorporated into their learning capabilities. As a necessity to learning, students benefit from having self-regulatory abilities in order to tackle the inherent stressors and adversities of their evolving lives.Our schools have steadily become centers of learning in which students are taught fundamental strategies to benefit their scholastic journey. Teachers and school staff become the facilitators, who must model and teach the importance of creating a mindfully balanced structure in which all students will succeed. In many cases, this concept of creating mindfully balanced children is a culture shift from a mindset where students are often treated like a "number among many" to environments where they are nurtured and embraced for their individuality. This aforementioned change in thinking takes time, resources, and training in order to maximize chances for success. My study will examine the experiences of teachers with regards to mindfulness-based training. Interestingly, I initially considered that all teachers would find the teaching and presentation of these strategies to be easily implemented. Of course, as with most quality research studies, the assumptions shifted as genuine data were processed and examined.The study will survey and interview teachers and staff from local school districts to gain insights relative to mindfulness training from the perspective of those who are delivering instruction on a daily basis. Furthermore, it is our hope that this study helps identify future steps in order to build reality around the construct of mindfulness in the learning environment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379592622Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Executive functioningIndex Terms--Genre/Form:

554714
Electronic books.

The Perceptions of Teachers Regarding Mindfulness Training as a Means to Foster Growth and Academic Success in the Classroom.
LDR:03374ntm a22003977 4500 001 1143116
005 20240513060801.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379592622
035 $a (MiAaPQ)AAI30488191
035 $a AAI30488191
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Nolan, Brian T. $3 1467707
245 1 4 $a The Perceptions of Teachers Regarding Mindfulness Training as a Means to Foster Growth and Academic Success in the Classroom.
264 0 $c 2023
300 $a 1 online resource (97 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisor: Bennardo, David.
502 $a Thesis (Ed.D.)--Long Island University, C. W. Post Center, 2023.
504 $a Includes bibliographical references
520 $a Mindfulness-based training of educators in our schools is a necessary skill for the success of young children. As a professional educator and a parent of three children, my interest is in exploring this topic and uncovering the why behind student executive functioning skills and the mindfulness-based strategies incorporated into their learning capabilities. As a necessity to learning, students benefit from having self-regulatory abilities in order to tackle the inherent stressors and adversities of their evolving lives.Our schools have steadily become centers of learning in which students are taught fundamental strategies to benefit their scholastic journey. Teachers and school staff become the facilitators, who must model and teach the importance of creating a mindfully balanced structure in which all students will succeed. In many cases, this concept of creating mindfully balanced children is a culture shift from a mindset where students are often treated like a "number among many" to environments where they are nurtured and embraced for their individuality. This aforementioned change in thinking takes time, resources, and training in order to maximize chances for success. My study will examine the experiences of teachers with regards to mindfulness-based training. Interestingly, I initially considered that all teachers would find the teaching and presentation of these strategies to be easily implemented. Of course, as with most quality research studies, the assumptions shifted as genuine data were processed and examined.The study will survey and interview teachers and staff from local school districts to gain insights relative to mindfulness training from the perspective of those who are delivering instruction on a daily basis. Furthermore, it is our hope that this study helps identify future steps in order to build reality around the construct of mindfulness in the learning environment.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational administration. $3 1148465
650 4 $a Teacher education. $3 1148451
653 $a Executive functioning
653 $a Mindfulness
653 $a Self-regulation
653 $a Social and emotional development
653 $a Children
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0530
690 $a 0514
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Long Island University, C. W. Post Center. $b Education: Curriculum and Instruction. $3 1467429
773 0 $t Dissertations Abstracts International $g 84-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30488191 $z click for full text (PQDT)