國立虎尾科技大學 |

Habits of Mind : = A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Habits of Mind :/
Reminder of title:	A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention.
Author:	Dunn, Molly S.
Description:	1 online resource (220 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369779943

Habits of Mind : = A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention.
Dunn, Molly S.

Habits of Mind :A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention. - 1 online resource (220 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 2017.

Includes bibliographical references

K-12 teachers encounter numerous occupational stressors as part of their profession, and these stressors place them at risk of job-related stress and burnout (Maslach & Jackson, 1981; Maslach, Schaufeli, & Leiter, 2001). Given the prevalence of stress and burnout among school personnel, concrete interventions designed to address the unique demands of teaching are necessary (Jennings & Greenberg, 2009; Jennings, Snowberg, Coccia, & Greenberg, 2011). This dissertation examined one mindfulness-based intervention (MBI) for teachers, Cultivating Awareness and Resilience in Education (CARE). The study employed a qualitative case study methodology; data sources included in-depth interviews, field observations of CARE, and analysis of documents such as the CARE Facilitator Manual and Participant Handbook. The current study investigated how participants perceived the MBI immediately after the completion of the intervention and how they utilized experiences from the intervention at a five-month follow-up point. This study reveals that participants identified immediate and longer-term benefits from participating in this MBI, with aspects of compassion, adaptability, and community emerging as important factors in MBI interventions for teachers. Subsequent follow-up interviews suggested that participants, to varying degrees, incorporated aspects of the intervention into their daily and professional lives. The study concludes with recommendations on how to strengthen MBIs as a professional development protocol and identifies areas for future research on how MBIs might influence teacher performance.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369779943Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Habits of Mind : = A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention.
LDR:02807ntm a2200325K 4500 001 913000
005 20180614071645.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369779943
035 $a (MiAaPQ)AAI10255850
035 $a (MiAaPQ)umd:17830
035 $a AAI10255850
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Dunn, Molly S. $3 1185618
245 1 0 $a Habits of Mind : $b A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention.
264 0 $c 2017
300 $a 1 online resource (220 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: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Robert Croninger.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2017.
504 $a Includes bibliographical references
520 $a K-12 teachers encounter numerous occupational stressors as part of their profession, and these stressors place them at risk of job-related stress and burnout (Maslach & Jackson, 1981; Maslach, Schaufeli, & Leiter, 2001). Given the prevalence of stress and burnout among school personnel, concrete interventions designed to address the unique demands of teaching are necessary (Jennings & Greenberg, 2009; Jennings, Snowberg, Coccia, & Greenberg, 2011). This dissertation examined one mindfulness-based intervention (MBI) for teachers, Cultivating Awareness and Resilience in Education (CARE). The study employed a qualitative case study methodology; data sources included in-depth interviews, field observations of CARE, and analysis of documents such as the CARE Facilitator Manual and Participant Handbook. The current study investigated how participants perceived the MBI immediately after the completion of the intervention and how they utilized experiences from the intervention at a five-month follow-up point. This study reveals that participants identified immediate and longer-term benefits from participating in this MBI, with aspects of compassion, adaptability, and community emerging as important factors in MBI interventions for teachers. Subsequent follow-up interviews suggested that participants, to varying degrees, incorporated aspects of the intervention into their daily and professional lives. The study concludes with recommendations on how to strengthen MBIs as a professional development protocol and identifies areas for future research on how MBIs might influence teacher performance.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Continuing education. $3 555498
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0651
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Maryland, College Park. $b Education Policy, and Leadership. $3 1181776
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10255850 $z click for full text (PQDT)