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A Balancing Act: Analyzing The Effects Of Embedded Versus Isolated Self-Regulation Breathing Techniques On Inattention And Phonemic Segmentation Skill Acquisition In Kindergartners, Kimberly A. Atkinson
A Balancing Act: Analyzing The Effects Of Embedded Versus Isolated Self-Regulation Breathing Techniques On Inattention And Phonemic Segmentation Skill Acquisition In Kindergartners, Kimberly A. Atkinson
Doctor of Education in Educational Leadership (Ed.D.)
Using a mixed-methods convergent design within an Improvement Science framework, this Improvement Science Dissertation in Practice analyzed the effects of embedding self-regulation breathing techniques into the phonemic segmentation lesson versus conducting the techniques prior to the lesson or not at all. The project was conducted across two elementary schools, using six kindergarten educators and classes. The research began with a pre-assessment, followed by two days of applying or withholding the intervention across three groups (no intervention, isolated intervention, embedded intervention), and concluded with a post-assessment. The researcher conducted the academic lessons while the educators conducted inattention behavioral observations. After each …
Building Emotionally Skilled Teachers: A Mixed-Methods Study Exploring The Impact Of Mbi On Perceptions Of Self-Management, Enhanced Mindfulness, Well-Being, And Stress, Emily Coffin Daigle
Building Emotionally Skilled Teachers: A Mixed-Methods Study Exploring The Impact Of Mbi On Perceptions Of Self-Management, Enhanced Mindfulness, Well-Being, And Stress, Emily Coffin Daigle
Doctor of Education in Educational Leadership (Ed.D.)
This Improvement Science Dissertation in Practice (ISDiP) aimed to understand to what extent mindfulness-based interventions (MBIs) designed for the school setting aided in the development of middle school teachers’ perceptions of self-management skills and what impact MBIs had on participants’ perceptions of enhanced mindfulness, well-being, and stress. Additionally, the study reported on the indirect impact participation in the mindfulness program had on teachers’ perceptions of classroom management, climate, and relationships with students. Using a mixed-methods design, the researcher investigated the impact of a two-phase mindfulness program designed to provide high-quality professional learning and structured intervention to a group of 20 …