Integrating Mindfulness Practices into the Elementary Curriculum to Improve Attention-to-Task Behaviors and Social Relations

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Autor/in	Kanagy-Borofka, Lori
Titel	Integrating Mindfulness Practices into the Elementary Curriculum to Improve Attention-to-Task Behaviors and Social Relations
Quelle	(2013), (141 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Institute of Transpersonal Psychology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-9244-9
Schlagwörter	Hochschulschrift; Dissertation; Metacognition; Elementary School Students; Grade 5; Attention Control; Classroom Techniques; Control Groups; Validity; Reliability; Pretests Posttests; Qualitative Research; Executive Function; Hyperactivity; Conceptual Tempo; Interpersonal Relationship; Rating Scales; Statistical Analysis; Interviews; Teacher Attitudes; Elementary School Teachers; Intervention; Teaching Styles; Student Needs; Teacher Student Relationship; Behavior Change; Teaching Experience; Outcomes of Education; Quasiexperimental Design; Mixed Methods Research; Conners Teacher Rating Scale + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 05; 5. Schuljahr; Schuljahr 05; Aufmerksamkeitstest; Klassenführung; Gültigkeit; Reliabilität; Qualitative Forschung; Hyperaktivität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rating-Skala; Statistische Analyse; Interviewing; Interviewtechnik; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrstil; Unterrichtsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg
Abstract	This study examined effects of integrating mindfulness practices into the 5th grade curriculum to improve attention-to-task, including inattention and executive functioning, hyperactivity/impulsivity, and social relations. As academic requirements become more rigorous, students have been expected to demonstrate increased skills in attention-to-task and social relations, and social relations and attention-to-task challenges have been shown to affect learning in school. Within a pragmatic paradigm, this study used a mixed methods model encompassing 2 phases consisting of a larger pre/post between group quasi-experimental design embedded with a secondary qualitative design. A control group increased reliability and validity. The researcher hypothesized that the group with curriculum-integrated mindfulness training, the independent variable, would have significantly improved scores on all 5 dependent variables, overall attention-to-task, inattention, executive functioning, hyperactivity/impulsivity, and social relations. Pre/post testing consisted of standardized rating scales from the Conners 3(TM)-Teacher long form for establishing a baseline for each student and comparing the results of each phase. Combining confirmative quantitative results from RANOVA and paired t-tests with supportive supplemental qualitative results from teacher interviews, this research showed that, when compared to the control group, the group receiving treatment, curriculum-integrated mindfulness training, significantly improved performance in attention-to-task, inattention, executive functioning, and social relations. Hyperactivity / impulsivity noticeably decreased relative to the control group; however, the control group experienced relative improvements from significant classroom interventions, affecting the discrepancy needed for significance. The treatment teacher experienced increased connections with her students, a softer, more compassionate teaching style, and more awareness of the personal needs of her students, while the control teacher showed little change in her teaching style and general teaching experience. [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	2020/1/01