Presenter Type

Student

Brief Bio Sketch

Corissa has been in the field of Special Education for the last 18 years. She began her teaching career on the island of Saipan in the CNMI, and then moved to the Big Island of Hawaii. Corissa has also taught in the Beaverton School District and is currently working as an Adjunct Instructor and University Supervisor for Pacific University. Her research interests include bringing mindfulness techniques into the classroom and the effects on both students and teachers, differentiation for diverse learners, co-teaching, as well as bridging special and general education systems.

Abstract

The myriad of benefits from the ancient practices of mindfulness have received growing recognition in the West over the last 20 years. Research in the areas of neuroscience, psychology, healthcare and education have all found positive results after training in mindfulness techniques. The first stage of this research will compare teachers self-reported levels of mindfulness to self-reported levels of well-being. The second stage of this research will be a case study exploring teachers’ perceptions of mindfulness practices in the classroom. The final stage of this research will explore the potential benefit of including content on mindfulness in teacher preparation programs, as a method of incorporating such practices in schools.

Location

HPC2 Building, Atrium

Start Date

26-1-2019 11:00 AM

Share

COinS
 
Jan 26th, 11:00 AM

From Doing Well to Being Well: Embedding Mindfulness Practices in Education

HPC2 Building, Atrium

The myriad of benefits from the ancient practices of mindfulness have received growing recognition in the West over the last 20 years. Research in the areas of neuroscience, psychology, healthcare and education have all found positive results after training in mindfulness techniques. The first stage of this research will compare teachers self-reported levels of mindfulness to self-reported levels of well-being. The second stage of this research will be a case study exploring teachers’ perceptions of mindfulness practices in the classroom. The final stage of this research will explore the potential benefit of including content on mindfulness in teacher preparation programs, as a method of incorporating such practices in schools.