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Quieting the cacophony of the mind: ...

Parish, Kay Annette.

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Quieting the cacophony of the mind: The role of mindfulness in adult learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Quieting the cacophony of the mind: The role of mindfulness in adult learning./
Author:	Parish, Kay Annette.
Description:	95 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3499.
Contained By:	Dissertation Abstracts International71-10A.
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419854
ISBN:	9781124202280

Quieting the cacophony of the mind: The role of mindfulness in adult learning.
Parish, Kay Annette.

Quieting the cacophony of the mind: The role of mindfulness in adult learning. - 95 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3499.

Thesis (Ed.D.)--Edgewood College, 2010.

The purpose of this study was to investigate the role between mindfulness practice and adult learning. The participants were full-time students enrolled in a two-year radiography program at a Midwestern community college. Critical thinking and problem solving skills are essential to students' success and to healthcare professionals. The main objective of the study was to introduce the participants to mindfulness practice, help them cultivate and sustain a practice of their own and explore the effects of daily practice on their learning. The research method was primarily qualitative consisting of participants' interviews and journals. One quantitative survey was used to support the qualitative data. The study took place over a 15-week period in the fall semester of 2009. The findings indicated positive impact of the mindfulness practices on all of the students' learning, as defined by the participants themselves. They felt that they were better able to focus their attention, experienced less stress and anxiety, and were able to achieve relaxation. The major challenge to the participants was finding time in their busy schedules for quiet meditation. The study resulted in a modified theoretical model which incorporated the constructs of time management as a stressor and relaxation, increased awareness, and increased calm as additional responses to mindfulness practice. The conclusion of the study was that in a world that is increasingly full of distraction, regular mindfulness practice is a viable tool to enhance student success and to enable higher level thinking. The researcher recommends purposeful integration of mindfulness practice into adult education as a regular classroom activity, as part of college success programs, and as a credit course offering.

ISBN: 9781124202280

LCCN: AAI3419854Subjects--Topical Terms:

2122799
Educational administration.

Quieting the cacophony of the mind: The role of mindfulness in adult learning.
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500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3499.
500 $a Adviser: Mary Jane Scherdin.
502 $a Thesis (Ed.D.)--Edgewood College, 2010.
520 $a The purpose of this study was to investigate the role between mindfulness practice and adult learning. The participants were full-time students enrolled in a two-year radiography program at a Midwestern community college. Critical thinking and problem solving skills are essential to students' success and to healthcare professionals. The main objective of the study was to introduce the participants to mindfulness practice, help them cultivate and sustain a practice of their own and explore the effects of daily practice on their learning. The research method was primarily qualitative consisting of participants' interviews and journals. One quantitative survey was used to support the qualitative data. The study took place over a 15-week period in the fall semester of 2009. The findings indicated positive impact of the mindfulness practices on all of the students' learning, as defined by the participants themselves. They felt that they were better able to focus their attention, experienced less stress and anxiety, and were able to achieve relaxation. The major challenge to the participants was finding time in their busy schedules for quiet meditation. The study resulted in a modified theoretical model which incorporated the constructs of time management as a stressor and relaxation, increased awareness, and increased calm as additional responses to mindfulness practice. The conclusion of the study was that in a world that is increasingly full of distraction, regular mindfulness practice is a viable tool to enhance student success and to enable higher level thinking. The researcher recommends purposeful integration of mindfulness practice into adult education as a regular classroom activity, as part of college success programs, and as a credit course offering.
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