Examining Preschool through Eighth Grade Educators' Knowledge of Mindfulness Practices

Autor/in	Magno, Christopher William
Titel	Examining Preschool through Eighth Grade Educators' Knowledge of Mindfulness Practices
Quelle	(2023), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, College of Saint Elizabeth
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-9213-7
Schlagwörter	Hochschulschrift; Dissertation; Preschool Teachers; Elementary School Teachers; Middle School Teachers; Knowledge Level; Relaxation Training; Stress Variables; Faculty Development; Teacher Collaboration; School Districts; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Wissensbasis; Entspannungstraining; Lehrerkooperation; School district; Schulbezirk
Abstract	This study explored teachers' understanding of utilizing mindfulness practices with students at New Jersey Township School District. Students today are faced with a significant amount of stress and anxiety within their lives, which can have a significant impact on their learning, memory, behavior, and both physical and mental health. The New Jersey Township School District developed and executed a plan to implement a social emotional learning program in mindfulness. The plan to embed mindfulness strategies into the classroom was created and implemented by the Climate & Culture Committee during the 2020-2021 school year. Mindfulness is a therapeutic technique that helps a person focus one's awareness on the present moment, free from distraction, while being calmly aware of one's thoughts and feelings, without getting caught up in them (Mercree, 2018, p. 17). This study was conducted at the end of the 2021-2022 school year to examine teachers' perceptions and attitudes on mindfulness practices. The following three research questions were developed: (1) To what extent do teachers understand mindfulness practices, (2) To what extent can mindfulness be taught, (3) To what extent did professional development influence teachers' use of mindfulness practices?The researcher believed the triangulation and analysis of data collected through a survey, focus group, and three one-to-one interviews, would provide important information regarding the staff's beliefs of mindfulness and to assist the district in determining the continuation of mindfulness practices in school. The results of the study identified that full-time faculty understand mindfulness practices and the importance of using mindfulness strategies. Additionally, results revealed that full-time faculty believe that mindfulness strategies can be taught to students. Also, it was ascertained that the professional development opportunity on mindfulness influenced faculties use of mindfulness strategies in the classroom. Lastly, results identified that the faculty need additional professional development and collaboration between staff to develop mindfulness practices in students. Further analysis and research should be conducted regarding other school district's integration of mindfulness practices into their classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11