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Why we don't always say what we mean: Linguistic Politeness and Intercultural Competence
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| 2 |
Reflections from the peer-supported writing and wellbeing program, write smarter feel better
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In: Research outputs 2022 to 2026 (2022)
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Reflections from the peer-supported writing and wellbeing program, write smarter feel better
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In: Research outputs 2022 to 2026 (2022)
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Defining Health Care Marketing
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In: Association of Marketing Theory and Practice Proceedings 2022 (2022)
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Exploring early career teachers' experiences of classroom behaviour they perceive as challenging and the continuous professional development that supports them.
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Sutton, A. - : University of Exeter, 2022. : Graduate School of Education, 2022
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The Componential Model of Reading: A Comprehensive Examination of Word Reading in Syrian Refugee Children
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| 7 |
Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach
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Jefferies, Willow. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Abstract:
Mindfulness practices are increasingly being introduced into schools as a whole-school approach, with teachers often responsible for implementing the exercises with their students. The aim of this research project was to explore the attitudes secondary teachers hold towards mindfulness practices and determine the barriers to and facilitators of teachers buying-in to a mindfulness initiative. A qualitative research methodology was utilised with twelve semistructured interviews conducted across three Perth metropolitan secondary schools. Interview questions were devised using both attitudinal constructs and the Revised Theoretical Domains Framework (TDF-R). In order to separately explore both teachers’ attitudes towards mindfulness practices and the barriers to and facilitators of their buy-in to an initiative, the interview data were analysed twice. In the first instance, deductive analysis was used within the suite of questions relating to each attitudinal construct. Following this, a hybrid approach was used to determine which TDF-R domains acted as either barriers to or facilitators of achieving participant buy-in to a mindfulness initiative. Findings indicated that this sample of secondary teachers held ambivalent attitudes towards the implementation of mindfulness practices as a whole-school approach. This included participants’ having a positive attitude towards mindfulness practices in schools, while holding reservations regarding whether teachers should be the ones to implement the practices. The TDF-R domains Situational Knowledge and Beliefs about Consequences were deemed to be facilitators of participant buy-in. The following domains were considered barriers to participant buy-in: Beliefs about Capabilities, Professional Role and Identity, Organisational Culture and Resources. The implications of the research include ensuring schools’ expectations of educators are clearly defined, providing staff with adequate training, and ensuring the leadership have authentic and consistent intentions.
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Keyword:
Barriers and Facilitators; Education; Mindfulness; Psychology; School Wellbeing; Student Wellbeing; Teachers’ Attitudes; Wellbeing Programs
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URL: https://ro.ecu.edu.au/theses/2479
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3481&context=theses
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| 8 |
Family E-Chat Group Use Was Associated with Family Wellbeing and Personal Happiness in Hong Kong Adults Amidst the COVID-19 Pandemic
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In: International Journal of Environmental Research and Public Health ; Volume 18 ; Issue 17 (2021)
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| 9 |
Students’ Perceptions of Verbal and Non-Verbal Communication Behaviors during and after the COVID-19 Pandemic
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In: Applied Sciences ; Volume 11 ; Issue 18 (2021)
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| 10 |
Existential Suffering in Palliative Care: An Existential Positive Psychology Perspective
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In: Medicina ; Volume 57 ; Issue 9 (2021)
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| 11 |
Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
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| 12 |
Social prescribing for migrants in the United Kingdom: A systematic review and call for evidence.
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| 13 |
Autistic people's access to bilingualism and additional language learning: Identifying the barriers and facilitators for equal opportunities
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Evidence for implementation of interventions to promote mental health in the workplace : a systematic scoping review protocol
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Evidence for implementation of interventions to promote mental health in the workplace: a systematic scoping review protocol
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| 16 |
A quantitative analysis of educators' attitudes toward wellbeing promotion in Irish post-primary schools
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In: Other Resources (2020)
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Prophets, pastors and profiteering: exploring external providers’ enactment of pastoral power in school wellbeing programs
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Evaluation of Culturally and Linguistically Diverse teen and Youth Mental Health First Aid
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| 19 |
The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study
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| 20 |
From Expectation To Experience: My Changing Identity As A Chinese International Student
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In: Electronic Thesis and Dissertation Repository (2019)
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