Issues in Engaging Mindfulness in Science Education
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Publisher
SensePublishers
Link
http://link.springer.com/content/pdf/10.1007/978-94-6351-182-7_7
Reference26 articles.
1. Bachelor, S. (2014). The everyday sublime. In M. Bazzano (Ed.), After mindfulness: New perspectives on psychology and meditation (pp. 37–48). Dordrecht, The Netherlands: Springer.
2. Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T., Fisher, N., & Gold, J. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in 6th grade children. Journal of School Psychology, 52(3), 263–278. Retrieved from http://doi.org/10.1016/j.jsp.2014.03.002
3. Carter, L., Rodriguez, C. C., & Jones, M. (2014). Transformative learning in science education: Investigating pedagogy for action. In Activist science and technology education (pp. 531–545). The Netherlands: Springer. doi: 10.1007/978–94–007–4360–1_30
4. Compson, J. (2014). Meditation, trauma and suffering in silence: Raising questions about how meditation is taught and practiced in Western contexts in the light of a contemporary trauma resiliency model. Contemporary Buddhism, 15(2), 274–297. Retrieved from http://dx.doi.org/10.1080/14639947.2014.935264
5. Costa, A. L. (2008). The School as a home for the mind: Creating mindful curriculum instruction and dialogue. Thousand Oaks, CA: Corwin Press.
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