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You searched for +publisher:"Portland State University" +contributor:("Robert Roeser"). Showing records 1 – 2 of 2 total matches.

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Portland State University

1. Taylor, Cynthia Lynn. Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior.

Degree: PhD, Psychology, 2016, Portland State University

Mindfulness-based interventions can improve teachers' capacities for attention and emotion regulation, as well as their prosocial dispositions like compassion and forgiveness. The purpose of this set of research studies (including three case studies and a larger non-randomized treatment  – control group quasi-experimental study) was to examine whether or not capacities like these, learned through participation in a mindfulness training (MT) program for teachers, become embodied and show through as changes in teachers' mindful behavior in the classroom  – specifically, their ability to be calm, clear-minded and kind-hearted in their speech and behavior with students in the classroom. These studies used first-person, teacher reports and third-person, observer measures to assess potential MT-program-related impacts on changes in teachers' classroom speech and behavior over time. Results from survey and interview data showed change in teachers' perceptions of their mindful classroom behavior. The case studies showed evidence of change in teachers' calm, clear and kind classroom speech and behavior as rated by observers. Results in the larger study again showed change in treatment teachers' perception of their mindfulness in the classroom over time compared to controls, but no evidence was found for observed changes in speech or behavior in the classroom. Methodological, developmental and intervention-related interpretations and implications of the findings are presented and directions for future research are discussed. Advisors/Committee Members: Robert Roeser.

Subjects/Keywords: Mindfulness (Psychology)  – Study and teaching; Teacher effectiveness; Classroom management; Education; Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Taylor, C. L. (2016). Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3283

Chicago Manual of Style (16th Edition):

Taylor, Cynthia Lynn. “Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior.” 2016. Doctoral Dissertation, Portland State University. Accessed November 29, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/3283.

MLA Handbook (7th Edition):

Taylor, Cynthia Lynn. “Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior.” 2016. Web. 29 Nov 2020.

Vancouver:

Taylor CL. Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior. [Internet] [Doctoral dissertation]. Portland State University; 2016. [cited 2020 Nov 29]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3283.

Council of Science Editors:

Taylor CL. Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior. [Doctoral Dissertation]. Portland State University; 2016. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3283


Portland State University

2. Rickert, Nicolette Paige. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.

Degree: MS(M.S.) in Psychology, Psychology, 2016, Portland State University

Despite significant growth in research examining the effects of mindfulness interventions on teachers (Roeser, 2014), studies have mainly relied on self-reports of teacher mindfulness and have not examined observable behavioral manifestations of teacher mindfulness in the classroom. Due to possible biases in self-report measures (Dotterer & Lowe, 2011), as well as the need for a greater range of assessments of the effects of mindfulness trainings on teachers, the current study sought to create a new measure of teacher mindfulness in the classroom from three sources of information: teacher self-reports of their own behavior in the classroom, student perceptions of their teachers' behavior, and third-person observations of teacher behavior in the classroom. Another aim of this study was to demonstrate the concurrent validity of these new measures with teacher dispositional mindfulness and job stress. It was hypothesized that the newly created measures of teacher mindfulness in the classroom would be internally reliable, share modest inter-correlations across data sources, and would significantly correlate with hypothesized antecedents such as teachers' dispositional mindfulness and ratings of job stress. CFA, correlation, and regression analyses found good internal consistencies for each informant source of teacher calmness, clarity, and kindness; partial support for the convergent validity of each informant source; and partial concurrent validity only for teacher reports of mindfulness in the classroom with teachers' dispositional mindfulness and job stress. Evidence of method effects was suggested from these analyses. The future use, re-configuration, and implications of this suite of measures are discussed. Advisors/Committee Members: Robert Roeser.

Subjects/Keywords: Mindfulness (Psychology); Attention; Middle school teachers; Teaching; Reflective teaching; Junior High, Intermediate, Middle School Education and Teaching; Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rickert, N. P. (2016). Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3118

Chicago Manual of Style (16th Edition):

Rickert, Nicolette Paige. “Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.” 2016. Masters Thesis, Portland State University. Accessed November 29, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/3118.

MLA Handbook (7th Edition):

Rickert, Nicolette Paige. “Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.” 2016. Web. 29 Nov 2020.

Vancouver:

Rickert NP. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. [Internet] [Masters thesis]. Portland State University; 2016. [cited 2020 Nov 29]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3118.

Council of Science Editors:

Rickert NP. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. [Masters Thesis]. Portland State University; 2016. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3118

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