‘Mindful teaching’: a construct for developing awareness and compassion

References

• Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. The Psychology of Education Review, 37(2), 57–69.
   Google Scholar
• Aldridge, M. (2015). Modelling mindful practice. Reflective Practice, 16(3), 312–321. https://doi.org/10.1080/14623943.2015.1023278
   Web of Science ®Google Scholar
• Benn, R., Akiva, T., Arel, S., & Roeser, R. W. (2012). Mindfulness training effects for parents and educators of children with special needs. Developmental Psychology, 48(5), 1476–1487. https://doi.org/10.1037/a0027537
   PubMed Web of Science ®Google Scholar
• Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697–744. https://doi.org/10.3102/0034654319862495
   Web of Science ®Google Scholar
• Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct. Journal of Classroom Interaction, 46(1), 27–36. https://www.jstor.org/stable/23870549
   Google Scholar
• Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute.
   Google Scholar
• Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218. https://doi.org/10.1007/s10648-009-9106-y
   Web of Science ®Google Scholar
• Chödrön, P. (2001). The places that scare you. Shambhala Publications, Inc.
   Google Scholar
• Dalai Lama, H. H. (1999). Ethics for the new millennium. Riverhead Book.
   Google Scholar
• den Brok, P., Wubbels, T., & van Tartwijk, J. (2017). Exploring beginning teachers’ attrition in the Netherlands. Teachers and Teaching: Theory and Practice, 23(8), 881–895. https://doi.org/10.1080/13540602.2017.1360859
   Web of Science ®Google Scholar
• Emerson, L.-M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8(5), 1136–1149. https://doi.org/10.1007/s12671-017-0691-4
   PubMed Web of Science ®Google Scholar
• Frank, J. L., Reibel, D., Broderick, P. C., Cantrell, T., & Metz, S. M. (2015). The effectiveness of mindfulness-based stress reduction on educator stress and well-being: Results from a pilot study. Mindfulness, 6(2), 208–216. https://doi.org/10.1007/s12671-013-0246-2
   Web of Science ®Google Scholar
• Gallant, A. (2017). Early career teacher attrition in Australia: Inconvenient truths about new public management. Teachers and Teaching: Theory and Practice, 23(8), 896–913. https://doi.org/10.1080/13540602.2017.1358707
   Web of Science ®Google Scholar
• Hanh, T. N. (1976). The miracle of mindfulness: An introduction to the practice of meditation. Beacon Press.
   Google Scholar
• Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7
   Web of Science ®Google Scholar
• Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., & Greenberg, M. T. (2016). Promoting stress management and wellbeing in educators: Feasibility and efficacy of a school-based yoga and mindfulness intervention. Mindfulness, 7(1), 143–154. https://doi.org/10.1007/s12671-015-0451-2
   Web of Science ®Google Scholar
• Herbert, J. D., & Forman, E. M. (Eds.). (2011). Acceptance and mindfulness in cognitive behavior therapy: Understanding and applying the new therapies. John Wiley & Sons, Inc.
   Google Scholar
• Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Tanler, R., Rasheed, D., DeWeese, A., DeMauro, A., Cham, H., & Greenberg, M. T. (2017). Promoting teachers’ social and emotional competence and classroom quality: A randomized controlled trial of the CARE for Teachers professional development program. Journal of Educational Psychology, 109(7), 1010–1028. https://doi.org/10.1037/edu0000187
   Web of Science ®Google Scholar
• Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035
   PubMed Web of Science ®Google Scholar
• Johnson, L. E. (2008). Teacher candidate disposition: Moral judgment or reguritation? Journal of Moral Education, 37(4), 429–444. https://doi.org/10.1080/03057240802405678
   Web of Science ®Google Scholar
• Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39. http://www.tcrecord.org/content.asp?contentid=16685
   PubMed Web of Science ®Google Scholar
• Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. Hyperion.
   Google Scholar
• Kelchtermans, G. (2017). ‘Should I stay or should I go?’: Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching: Theory and Practice, 23(8), 961–977. https://doi.org/10.1080/13540602.2017.1379793
   Web of Science ®Google Scholar
• Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. https://doi.org/10.1016/j.tate.2003.10.002
   Web of Science ®Google Scholar
• Langer, E. J. (1997). The power of mindful learning. Perseus Books.
   Google Scholar
• Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroá-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132–141. https://doi.org/10.1016/j.tate.2016.10.008
   Web of Science ®Google Scholar
• MacDonald, E., & Shirley, D. (2009). The mindful teacher. Teachers College Press.
   Google Scholar
• Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. ASCD.
   Google Scholar
• Meijer, P. C., Korthagen, F. A. J., & Vasalos, A. (2009). Coaching based on core reflection: A case study on supporting presence in teacher education. In F. A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning from within: A core reflection approach to quality and inspiration in education (pp. 76–92). Taylor and Francis.
   Google Scholar
• Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37. https://doi.org/10.1016/j.socscimed.2016.04.031
   PubMed Web of Science ®Google Scholar
• Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., & Kendziora, K. T. (2007). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., Vol. 5, pp. 1263–1278). National Association of School Psychologists.
   Google Scholar
• Palmer, P. J. (1983). To know as we are known: A spirituality of education. Harper & Row.
   Google Scholar
• Richards, J. (2012). Teacher stress and coping strategies: A national snapshot. Educational Forum, 76(3), 299–316. https://doi.org/10.1080/00131725.2012.682837
   Google Scholar
• Ritchhart, R., & Perkins, D. N. (2000). Life in the mindful classroom: Nurturing the disposition of mindfulness. Journal of Social Issues, 56(1), 27–47. https://doi.org/10.1111/0022-4537.00150
   Web of Science ®Google Scholar
• Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804. https://doi.org/10.1037/a0032093
   Web of Science ®Google Scholar
• Sanger, M. N., & Osguthorpe, R. D. (Eds.). (2013). The moral work of teaching and teacher education. Teachers College Press.
   Google Scholar
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books, Inc., Publishers.
   Google Scholar
• Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. A report prepared for the Collaborative for Academic, Social, and Emotional Learning (CASEL).
   Google Scholar
• Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank, J. L. (2016). Improving teacher awareness and well-being through CARE: A qualitative analysis of the underlying mechanisms. Mindfulness, 7(1), 130–142. https://doi.org/10.1007/s12671-015-0422-7
   Google Scholar
• Schussler, D. L., DeWeese, A., Rasheed, D., DeMauro, A., Jennings, P. A., Brown, J. L., & Greenberg, M. T. (2018). Stress and release: Case studies of teacher resilience following a mindfulness-based intervention. American Journal of Education, 25(1), 1–28. https://doi.org/https://doi.org/10.1086/699808
   Google Scholar
• Schussler, D. L., DeWeese, A., Rasheed, D., DeMauro, A., Doyle, S. L., Brown, J. L., Greenberg, M. T., & Jennings, P. A. (2019). The relationship between adopting mindfulness practice and reperceiving: A qualitative investigation of CARE for teachers. Mindfulness, 10, 2567–2582. https://doi.org/10.1007/s12671-019-01228-1
   Google Scholar
• Schussler, D. L., Harris, A. R., & Greenberg, M. T. (2020). A qualitative investigation of a mindfulness‐based yoga program for educators: How program attendance relates to outcomes. Psychology in the Schools, 57(7), 1077–1096. https://doi.org/10.1002/pits.22374
   Google Scholar
• Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386. https://doi.org/10.1002/jclp.20237
   PubMed Web of Science ®Google Scholar
• Sharp, J. E., & Jennings, P. A. (2016). Strengthening teacher presence through mindfulness: What educators say about the cultivating awareness and resilience in education (CARE) program. Mindfulness, 7(1), 209–218. https://doi.org/10.1007/s12671-015-0474-8
   Web of Science ®Google Scholar
• Siegel, D. J. (2007). The mindful brain. W.W. Norton & Company.
   Google Scholar
• Skovholt, T. M., & Trotter-Matthison, M. J. (2011). The resilient practitioner: Burnout prevention and self-care strategies for counselors, therapists, teachers, and health professionals. Routledge.
   Google Scholar
• Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K. A., & Roeser, R. W. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study. Mindfulness, 7(1), 115–129. https://doi.org/10.1007/s12671-015-0425-4
   Web of Science ®Google Scholar
• Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Lawrence Erlbaum Associates, Publishers.
   Google Scholar