A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers

Autor/inn/en	Dariotis, Jacinda K.; Mirabal-Beltran, Roxanne; Cluxton-Keller, Fallon; Feagans Gould, Laura; Greenberg, Mark T.; Mendelson, Tamar
Titel	A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers
Quelle	In: Psychology in the Schools, 54 (2017) 1, S.53-69 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21979
Schlagwörter	Qualitative Research; Grade 5; Grade 6; Program Implementation; Metacognition; Public Schools; Physical Activities; Elementary School Teachers; Secondary School Teachers; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Qualitative Forschung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Public school; Öffentliche Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler
Abstract	Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators--students and their classroom teachers-merit attention in this context and have rarely been explored using qualitative methods. This article reports the results of a study on the qualitative perspectives of fifth- and sixth-grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01