Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of Two Pilot Studies

Autor/inn/en	Jennings, Patricia A.; Snowberg, Karin E.; Coccia, Michael A.; Greenberg, Mark T.
Titel	Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of Two Pilot Studies
Quelle	In: Journal of Classroom Interaction, 46 (2011) 1, S.37-48 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Control Groups; Student Teachers; Pilot Projects; Resilience (Psychology); Educational Environment; Stress Management; Feasibility Studies; Experimental Groups; Pretests Posttests; Mentors; Student Teacher Attitudes; Urban to Rural Migration; Program Attitudes; Professional Development; Disadvantaged Environment; Urban Environment; Teacher Education Programs; Measures (Individuals); Classroom Environment; Educational Improvement; Improvement Programs + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pilot project; Modellversuch; Pilotprojekt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Stressmanagement; Stressbewältigung; Stadtflucht; Stadtökologie; Messdaten; Klassenklima; Unterrichtsklima; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung
Abstract	Cultivating Awareness and Resilience in Education (CARE) is a professional development program designed to reduce stress and improve teachers' performance. Two pilot studies examined program feasibility and attractiveness and preliminary evidence of efficacy. Study 1 involved educators from a high-poverty urban setting (n = 31). Study 2 involved student teachers and 10 of their mentors working in a suburban/semi-rural setting (n = 43) (treatment and control groups). While urban educators showed significant pre-post improvements in mindfulness and time urgency, the other sample did not, suggesting that CARE may be more efficacious in supporting teachers working in high-risk settings. (Contains 2 tables, 1 figure and 1 footnote.) (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10