東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Habits of Mind: A Case Study of Thre...

Dunn, Molly S.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Habits of Mind: A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention./
Author:	Dunn, Molly S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	220 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10255850
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. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 220 p.

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

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

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.

ISBN: 9781369779943Subjects--Topical Terms:

3172312
Teacher education.

Habits of Mind: A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention.
LDR:02592nmm a2200301 4500 001 2158483
005 20180614071645.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9781369779943
035 $a (MiAaPQ)AAI10255850
035 $a (MiAaPQ)umd:17830
035 $a AAI10255850
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dunn, Molly S. $3 3346305
245 1 0 $a Habits of Mind: A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 220 p.
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.
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.
590 $a School code: 0117.
650 4 $a Teacher education. $3 3172312
650 4 $a Continuing education. $3 527504
690 $a 0530
690 $a 0651
710 2 $a University of Maryland, College Park. $b Education Policy, and Leadership. $3 1022048
773 0 $t Dissertation Abstracts International $g 78-09A(E).
790 $a 0117
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10255850