Titlebook: Handbook of Mindfulness in Education; Integrating Theory a Kimberly A. Schonert-Reichl,Robert W. Roeser Book 2016 Springer Science+Business

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Contemplation in Educationay into many secular educational settings from kindergarten, elementary and high schools, to community colleges, universities, and professional schools. Starting from the Western philosophical tradition, I explore the relationship between contemplation and knowing with a special emphasis on cognitiv

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What Is Mindfulness? A Contemplative Perspectivessibly leading to confusion or even contention. This chapter provides a comprehensive and fine-grained exposition of the various ways in which the word mindfulness is being used..Key questions addressed include:

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Mindfulness Training for Teachersd social-emotional learning outcomes in schools. We begin our exploration of mindfulness training for teachers by offering an operational definition of mindfulness. We then address integrating mindfulness into the lives of teachers as it serves three broad purposes: (1) self-care, (2) becoming a mor

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CARE for Teachers: A Mindfulness-Based Approach to Promoting Teachers’ Social and Emotional Competenrs and scientific advisors to promote social and emotional competence (SEC) and well-being to help teachers manage classroom stress and enliven their teaching in order to promote improvements in relationships with students, classroom management, and social–emotional learning. Teacher quality is a to

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Processes of Teaching, Learning, and Transfer in Mindfulness-Based Interventions (MBIs) for Teachersx” of these interventions in order to understand how the skills and dispositions of mindfulness are taught and learned. I argue that process studies, focused on the implementation of MBIs in education, are needed to (a) elucidate the pedagogical practices and uses of language and silence that may ch

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Mindfulness Activities and Interventions that Support Special Populations and with their teachers and professional caregivers. The findings from mindfulness programs that have been offered to special education teachers and professional caregivers are promising. Effects of the programs include reductions in stress and “burnout,” more effective “reappraisal” of situations