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Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes
Applied Developmental Science ( IF 5.500 ) Pub Date : 2023-10-19 , DOI: 10.1080/10888691.2023.2268327 Joshua L. Brown 1 , Patricia A. Jennings 2 , Damira S. Rasheed 3 , Heining Cham 1 , Sebrina L. Doyle 4 , Jennifer L. Frank 4 , Regin Davis 5 , Mark T. Greenberg 4
Applied Developmental Science ( IF 5.500 ) Pub Date : 2023-10-19 , DOI: 10.1080/10888691.2023.2268327 Joshua L. Brown 1 , Patricia A. Jennings 2 , Damira S. Rasheed 3 , Heining Cham 1 , Sebrina L. Doyle 4 , Jennifer L. Frank 4 , Regin Davis 5 , Mark T. Greenberg 4
Affiliation
Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely u...
中文翻译：
CARE 基于正念的教师专业学习计划对儿童学业和社会情感结果的直接和调节影响
针对教师的正念干预 (MBI) 可以改善课堂互动、教师正念和幸福感，但以教师为中心的 MBI 是否也能让儿童受益，这在很大程度上仍是未知数。
更新日期：2023-10-21
中文翻译：
CARE 基于正念的教师专业学习计划对儿童学业和社会情感结果的直接和调节影响
针对教师的正念干预 (MBI) 可以改善课堂互动、教师正念和幸福感，但以教师为中心的 MBI 是否也能让儿童受益，这在很大程度上仍是未知数。
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