dc.contributor.author	Wilson, Krista, Lou
dc.date.accessioned	2023-08-02T17:41:27Z
dc.date.available	2023-08-02T17:41:27Z
dc.date.issued	2023-06
dc.identifier.other	b692a370-7ab3-40ee-b997-4fcbbd294483	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6807
dc.description.abstract	I designed this study to understand the experiences of teachers participating in a community of practice centered around mindfulness in a private middle school. My goal was to understand how they shared a concern around mindfulness and how they developed best practices. I grounded this study in Lave and Wenger's (1991) communities of practice as a theoretical framework, and I used a basic interpretive approach to design the study and gather data. The theory of constructivism guided my methodology. I gathered data through on-site observations and a series of three interviews with each of three participants. Once all interviews were completed and transcribed, I analyzed the data through two-cycle coding. The first cycle I coded by hand, and for the second cycle I used MAXQDA to organize, combine, and collapse codes to construct themes and subthemes. I constructed two themes, each with subthemes. The first theme describes the participants' domain and community: how the faculty shared a concern around mindfulness. Subthemes include 1) training and resources provided teachers with a strong domain, 2) embodied leadership established a unified culture, and 3) tensions arose between consistency and change. The second theme described the community's practice: how faculty learned to do mindfulness better for student-centered practice. In the words of the participants, subthemes include 1) "Student-Led," 2) "Meeting Kids Where They're At," 3) "Invitational," and 4) "Fun." My findings indicate that training and resources provided a solid foundation for developing mindfulness practices with students. Findings also suggest that members of a mindfulness community of practice must work together to navigate the tension between consistency and change which is fundamental to any community of practice.	en_US
dc.format.extent	1 electronic record. PDF/A document, 173 pages, 3674819 bytes bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Curriculum development	en_US
dc.subject	Educational psychology	en_US
dc.subject	Middle school education	en_US
dc.subject	Dissertations, Academic	en_US
dc.subject	Communities of practice	en_US
dc.subject	Meditation	en_US
dc.subject	Mindfulness (Psychology)	en_US
dc.title	Embodied Leaders and Student-Centered Practices: Experiences of Middle School Teachers in a Mindfulness Community of Practice	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Warner, Kate
dc.description.committee	Gunn, Nicole
dc.description.committee	Ruttencutter, Gwen
dc.description.committee	Parker, Forrest
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US