Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of a Randomized Controlled Trial

Autor/inn/en	Jennings, Patricia A.; Frank, Jennifer L.; Snowberg, Karin E.; Coccia, Michael A.; Greenberg, Mark T.
Titel	Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of a Randomized Controlled Trial
Quelle	In: School Psychology Quarterly, 28 (2013) 4, S.374-390 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000035
Schlagwörter	Classroom Environment; Program Descriptions; Scores; Resilience (Psychology); Measurement Techniques; Teacher Attitudes; Program Evaluation; Intervention; Well Being; Teacher Burnout; Control Groups; Statistical Analysis; Program Effectiveness; Stress Variables; Metacognition; Teacher Effectiveness; Faculty Development; Time Management; Measures (Individuals); Likert Scales; Questionnaires; Center for Epidemiologic Studies Depression Scale; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Messtechnik; Lehrerverhalten; Programme evaluation; Programmevaluation; Well-being; Wellness; Wohlbefinden; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Statistische Analyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Zeitmanagement; Messdaten; Likert-Skala; Fragebogen
Abstract	Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to reduce stress and improve teachers' performance and classroom learning environments. A randomized controlled trial examined program efficacy and acceptability among a sample of 50 teachers randomly assigned to CARE or waitlist control condition. Participants completed a battery of self-report measures at pre- and postintervention to assess the impact of the CARE program on general well-being, efficacy, burnout/time pressure, and mindfulness. Participants in the CARE group completed an evaluation of the program after completing the intervention. ANCOVAs were computed between the CARE group and control group for each outcome, and the pretest scores served as a covariate. Participation in the CARE program resulted in significant improvements in teacher well-being, efficacy, burnout/time-related stress, and mindfulness compared with controls. Evaluation data showed that teachers viewed CARE as a feasible, acceptable, and effective method for reducing stress and improving performance. Results suggest that the CARE program has promise to support teachers working in challenging settings and consequently improve classroom environments. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01