تقرير
Evaluating the Quality of Mindfulness Instruction Delivered in School Settings: Development and Validation of a Teacher Quality Observational Rating Scale
| العنوان: | Evaluating the Quality of Mindfulness Instruction Delivered in School Settings: Development and Validation of a Teacher Quality Observational Rating Scale |
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| اللغة: | English |
| المؤلفون: | Broderick, Patricia C., Frank, Jennifer L., Berrena, Elaine, Schussler, Deborah L., Kohler, Kimberly, Mitra, Joy, Khan, Lamiya, Levitan, Joseph, Mahfouz, Julia, Shields, Lauren, Greenberg, Mark T. |
| المصدر: | Grantee Submission. 2018. |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2018 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A140113 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Secondary Education Grade 11 High Schools |
| Descriptors: | Program Evaluation, Program Implementation, Relaxation Training, Test Construction, Rating Scales, Psychometrics, Test Validity, Test Reliability, Fidelity, Scoring, Coding, Secondary School Teachers, Adolescents, Grade 11 |
| DOI: | 10.1007/s12671-018-0944-x |
| مستخلص: | As interest increases in mindfulness in education programs for youth, there is a need to develop reliable measures of the quality of program implementation. This paper describes the development and psychometric properties of a measure that can be used to assess and monitor quality of implementation of mindfulness programs/curricula in typical classroom or out-of-school settings. The Teaching Mindfulness in Education Observation Scale (TMEOS) is a 28-item instrument that integrates qualitative and quantitative aspects of mindfulness instruction. Items focus on procedural adherence as well as aspects of implementation that reflect embodiment during instructional delivery (e.g., alignment with the attitudinal foundations of mindfulness). Reliability and validity data were examined and indicated that the four major scoring domains and key features showed adequate inter-rater reliability and internal consistency.We conclude that observational assessment of multiple dimension of implementation quality, including adherence and process-oriented aspects of implementation such as embodiment, can be reliably used to assess implementation quality of mindfulness programs in education settings. However, adequate preparation and training are critical. Implications and directions for future research are discussed. [This is the online version of an article published in "Mindfulness."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| رقم الأكسشن: | ED586864 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.1007/s12671-018-0944-x |
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