자연주의적 탐구조사(Naturalistic Inquiry)

Hay House Inc. Hardback. Book Condition: new. BRAND NEW, A Mindful Nation: How a Simple Practice Can Help Us Reduce Stress, Improve Performance, and Recapture the American Spirit, Tim Ryan, In one of the most optimistic books to come out of Washington during these trying times, Congressman Tim Ryan presents us with an inspiring and hopeful view of the future of all nations and a roadmap for how to get there. Around the world, people are feeling squeezed, exhausted and running faster and faster while falling farther behind. The economy continues to struggle, wars rage on, and every week brings news of another environmental disaster. Everything seems broken and people feel helpless to make a difference. Despite this bleak outlook, there are strands of quiet hope and confidence. People are beginning to take action in a new way: they are slowing down, paying attention and gaining an awareness of the inner resources at their disposal. This new way is based on the timeless and universal practice of mindfulness, the natural capabilities of our brains and minds, and the core values of self-reliance, stick-to-it-iveness and getting the job done. And it's manifesting in every sector of society it's helping...

Tim Ryan: A Mindful Nation: How a Simple Practice Can Help Us Reduce Stress, Improve Performance, and Recapture the American Spirit

Universities worldwide are developing peer mentoring programs to assist first year students' transition into university life. Awareness of the mentees' experiences in the mentoring program – the successes and challenges – contributes to ongoing planning for successful transition for first-year students. Also, understanding the mentors' experiences can contribute to the success of the program and, more importantly, can lead to strong self efficacy for the mentors. This qualitative study appraises a mentoring program for first-year undergraduate students from the mentors' perspective. The mentors’ experiences, both positive and negative, are discussed and a relational model of mentoring is presented. The results of this inquiry have implications for the development of future mentoring programs, particularly in terms of mentor recruitment and preparation, if first-year students are to be effectively oriented and supported in their transition to university study.

Peer mentoring for first year teacher education students: The mentors' experience

The humanization of education is increasingly invoked as a counterpoint to the overly technical and instrumental view of education that has developed in recent decades. In this article, it is intended to contribute to identify ways toward education humanization through teacher education. As the research on humanization of education at the empirical level remains vague, studies on mindfulness in teacher education are taken as a first means of operationalizing research into the conditions of fostering reflection on the humanization of education in teacher education. As a step along this path a scoping review was conducted to map research on mindfulness in teacher education and its relationship with the humanization of education, guided by questions such as how MBAs have been conceptualized and their role in humanizing teacher education. The scoping review allowed the identification of 21 articles which were charted according to analytical frameworks regarding: the mindfulness conceptualization, chosen research paradigms, and the role given to mindfulness in teacher education. Findings suggest that the way mindfulness is conceptualized in research makes an essential difference in acknowledging its instrumental and/or transformative role in education. Transformative approaches may bring an added educational value, addressing the subjective, reflective, and critical dimensions of teacher education. From this point of view, mindfulness-based education practices could be a promising pathway to inform empirical research on the humanization of education through teacher education.

Fostering humanization in education: a scoping review on mindfulness and teacher education

Embedding Mindfulness Into Early Childhood Classroom Routines: A Practical Strategy for Teachers

Mentoring, including peer mentoring, is a key element of teacher education programs and subsequent teaching practice. In order to share the benefits of mindfulness practices, a faculty member in a state university in the Midwestern United States promoted the practice of mindfulness by teacher candidates enrolled in her courses. As members of a learning community, teacher candidates are encouraged to engage in and reflect upon mindfulness practices during their junior- and senior-level courses, and in feedback-reflection sessions for clinical-field experiences and professional internships. The intention is to promote the transformation of teacher candidates in prekindergarten through grade 3 (P-3) programs, through peer mentoring and mindful engagement. Examples of activities are presented, and findings from a peer-mentoring study promoting mindfulness are shared.

Mindfulness Practices in Mentoring and Teaching

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Mindfulness Practices in Mentoring and Teaching