The purpose of this qualitative study was to discover how mindfulness practices and teachings influence a student's experience in an elementary classroom environment from the teacher's perspective. The organization Mindful Schools was used as an example of structured mindfulness teachings. This curriculum involved direct training of classroom teachers in mindfulness and direct instruction of mindfulness with grades 3 and 4. This study examined teachers' perceptions of mindfulness training on students' emotions, social relationships, and academic performance. School can be stressful and anxiety-producing which can interfere with children's abilities to be academically successful and attentive. Meditation can be a tool to relieve stress and anxiety. Using grounded theory methodology, interviews of classroom teachers were analyzed for themes that relate to children's stress as seen in their behaviors, and changes in teacher's practice.
|Advisor:||Kroll, Linda, Shimpi, Priya M.|
|Commitee:||Kroll, Linda, Perez, Linda|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||MAI 50/06M, Masters Abstracts International|
|Subjects:||Neurosciences, Elementary education, Educational psychology|
|Keywords:||Elementary, Intervention, Mindfulness, Qualitative, Reflection, Teacher|
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