scholarly journals The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development

2018 ◽  
Author(s):  
rebecca crane ◽  
Willem Kuyken
Keyword(s):  
Teacher Training ◽  
Early Stage ◽  
Good Practice ◽  
Assessment Criteria ◽  
Tool Development ◽  
Careful Attention ◽  
Intervention Integrity ◽  
Reliability Level ◽  
Teaching Assessment ◽  
Robust Systems

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful tool for supporting good practice in teaching, training supervision and research contexts. It has been taken up in practice in teacher training organizations worldwide. The MBI:TAC sits within the wider consideration for research contexts of building methodological rigour by developing robust systems for ensuring intervention integrity. Research on the tool itself is at an early stage and needs development. The process of implementation needs careful attention to ensure reliability and good practice. Resources for assessors are needed to enable evaluation of their reliability level in using the tool. Development is needed to enable it to be of use for other program models, and in diverse contexts and cultures.

scholarly journals Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision

2021 ◽  
Vol 10 ◽  
pp. 216495612198994 ◽  
Author(s):  
Alison Evans ◽  
Gemma M Griffith ◽  
Rebecca S Crane ◽  
Sophie A Sansom
Keyword(s):  
Teacher Training ◽  
Teacher Development ◽  
Good Practice ◽  
Assessment Criteria ◽  
Teaching Process ◽  
Reflective Dialogue ◽  
Conditions For Learning ◽  
Teaching Assessment ◽  
Reflexive Practice ◽  
Shared Language

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful framework for supporting teacher development in the context of mindfulness-based supervision (MBS). It offers a framework that enhances clarity, develops reflexive practice, gives a structure for feedback, and supports learning. MBS is a key component of Mindfulness-Based Program (MBP) teacher training and ongoing good practice. Integrating the MBI:TAC within the MBS process adds value in a number of ways including: offering a shared language around MBP teaching skills and processes; framing the core pedagogical features of MBP teaching; enabling assessment of developmental stage; and empowering supervisees to be proactive in their own development. The paper lays out principles for integrating the MBI:TAC framework into MBS. The supervisor needs awareness of the ways in which the tool can add value, and the ways it can inadvertently interrupt learning. The tool enables skills clarification, but the learning process needs to remain open to spontaneous experiential discovery; it can enable structured feedback but space is also needed for open reflective feedback; and it can enable conceptual engagement with the teaching process but space is needed for the supervisee to experientially sense the teaching process. The tool needs to be introduced in a carefully staged way to create optimal conditions for learning at the various stages of the MBP teacher-training journey. Practical guidance is presented to consolidate and develop current practice. The principles and processes discussed can be generalized to other forms of reflective dialogue such as mentoring, tutoring and peer reflection groups.

scholarly journals Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

scholarly journals Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance

2020 ◽  
Vol 9 ◽  
pp. 216495612097362
Author(s):  
Rebecca Crane, PhD ◽  
Lynn Koerbel, MPH ◽  
Sophie Sansom ◽  
Alison Yiangou
Keyword(s):  
Teacher Training ◽  
Good Practice ◽  
Competence Assessment ◽  
International Benchmarking ◽  
Teaching Assessment ◽  
Teaching Competence ◽  
Effective Training ◽  
Wide Scale

Inclusion of assessment of teaching competence in Mindfulness-Based Program (MBP) teacher training enables international benchmarking of standards, which in turn underpins the integrity of this emerging field and the potential to deliver effective, transformative interventions. However, there is a risk that the inclusion of competence assessment could lead to reductionism and undermining of the pedagogical features that make mindfulness-based teaching distinct. It can also make the costs of training prohibitive. The science underpinning the integrity of competence assessment is not yet robust enough to justify wide scale implementation, but when feasible, including the option for assessment enables trainees to engage in rigorous and effective training processes. When assessment is included, it is critically important that the process is held with awareness and sensitivity, and is implemented by experienced assessors with thoughtful governance. Navigating these issues involves balancing rigour with accessibility and pragmatism. This paper lays out some guidelines for good practice for MBP teaching assessment, and raises unresolved dilemmas and questions.

scholarly journals Personality profiles of patients with alcohol and drug misuse in a Nigerian treatment facility

2010 ◽  
Vol 7 (4) ◽  
pp. 95-97 ◽  
Author(s):  
T. A. Adamson ◽  
P. O. Onifade ◽  
O. I. Ibikunle ◽  
E. B. Somoye
Keyword(s):  
Drug Dependence ◽  
Addiction Treatment ◽  
Early Stage ◽  
Good Practice ◽  
Control Programme ◽  
Drug Misuse ◽  
Personality Profiles ◽  
Stage Of Development ◽  
National Body ◽  
Drug Dependence Treatment

Drug dependence treatment in Nigeria is at an early stage of development. The first ‘stand alone’ drug dependence treatment in-patient unit in Nigeria, the Drug Addiction Treatment Education and Research (DATER) unit, Aro, Abeokuta, Nigeria, was established in 1983. Prior to this, patients with drug dependence received care along with other patients in psychiatric wards and traditional healing homes (United Nations International Drug Control Programme, 1998). Currently, there is no national body in Nigeria actively involved in regulating or facilitating good practice in drug dependence treatment.

scholarly journals Exploratory Study on Internalization of Character Values through Educational Profession Course

2021 ◽  
Vol 4 (1) ◽  
pp. 58-65
Author(s):  
Mesterjon Mesterjon ◽  
Suwarni Suwarni ◽  
Diah Selviani
Keyword(s):  
Teacher Training ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Positive Impact ◽  
Early Stage ◽  
Early Observation ◽  
Educational Science ◽  
Local Character ◽  
Educational Profession

This study was based on the findings during teaching and learning process at FKIP Universitas Dehasen Bengkulu (the Faculty of Educational Science and Teacher Training of Dehasen University of Bengkulu). There was a phenomenon of declining of good character value and morality. This is because of the misused of advancing technology by students that brings negative impact on the students' character and morality. This phenomenon was especially found among new students of FKIP (Faculty of Educational Science and Teacher Training) on their early stage of study. At the meeting of Educational Profession (Profesi Pendidikan) course, we did early observation by making contract with the new student.. They generally still brought their local character and moralor their old behavior. This could be seen, for example, they talked to their lecturers and seniors impolitely or often used their local language.  Everyone's patience was needed in dealing withthis phenomenon. As the lectures progressed, especially Educational Profession course, we tried to internalize character values toward the students. This had positive impact for them. Today, they are found to be more polite, for example, they greet their lecturers and seniors when they meet them. This study dealt with character values such as: religious, discipline, honest, hard work, responsible, love peace, appreciate achievements, and friendly or communicative. This Exploratory study which was done to internalize character value of the students, has positive impact, this can be seen fromthepositive progress of students' character. Students who already have good character will keep learning to have better personality. This wil affect their future job, especially if they become teachers.

Mindfulness-Based Interventions: Teaching Assessment Criteria

2013 ◽  
Author(s):  
Rebecca S. Crane ◽  
Catrin Eames ◽  
Willem Kuyken ◽  
Richard P. Hastings ◽  
J. Mark G. Williams ◽  
...  
Keyword(s):  
Assessment Criteria ◽  
Teaching Assessment

scholarly journals Guidelines for Teacher Training in Mobile Augmented Reality Games: Hearing the Teachers’ Voices

2021 ◽  
Vol 11 (10) ◽  
pp. 597
Author(s):  
Lúcia Pombo ◽  
Margarida M. Marques
Keyword(s):  
Teacher Training ◽  
Augmented Reality ◽  
Teacher Practices ◽  
Mathematics Learning ◽  
Good Practice ◽  
Mobile Augmented Reality ◽  
Educational Value ◽  
Professional Needs ◽  
And Mathematics ◽  
The Individual

Mobile augmented reality games (MARGs) can be leveraged for educational purposes, as there are several examples in the literature revealing their educational value. The supporting technologies for MARGs’ implementation in education are increasingly pervasive and popular, so it is time for their adoption in teacher practices. However, the integration of new practices in schools, with an impact on students’ learning, requires teacher training. For that, a 50 h workshop was con-ducted to promote the collaborative development of MARGs for science, technology, engineering, and mathematics learning, which was attended by 16 in-service teachers, in Portugal. The aim of this study is to propose a set of guidelines for teacher training on MARGs, emergent from the perspectives of teachers who participated in the workshop. This is a descriptive qualitative study focusing on documental analysis of the individual final reflections of the participating teachers. The results showed that the workshop answered teachers’ personal and professional needs, with an impact on their practices, in what concerns the integration of mobile and AR technology, and of games. Producing a new game during training and making it freely available for others to use seemed to be very satisfactory for teachers, and a good practice to follow. From teachers’ reflections, it was possible to propose a set of guidelines useful for international readership, both researchers and teacher trainers, who aim to conceive and develop continuous professional development initiatives for MARGs’ integration in teacher practices.

Adapting The Wizard of Oz

2018 ◽  
Keyword(s):  
Early Stage ◽  
First Century ◽  
Careful Attention ◽  
Close Attention ◽  
Wizard Of Oz ◽  
History Of ◽  
Twenty First Century ◽  
Creative Team

This new multiauthor volume will examine The Wizard of Oz and its surrounding culture, centering on three areas of study: early adaptations of Baum’s novels, insights into the MGM film, and the legacy of The Wizard of Oz on the popular stage. Although the articles will devote some attention to the genesis of the musical and the biographical profiles of the creative team, the book will prioritize critical and analytical readings. Authors will primarily illuminate the reasons why The Wizard of Oz has become iconic in the history of the movie musical, acknowledging the great lengths to which MGM went in making it an exceptional project, and why it continues to hold so much appeal in the twenty-first century. The development of the score will receive particularly close attention, filling an important gap in the literature and addressing the fact that the songs are key to the movie’s popularity. Two central chapters will address the music in the MGM film, considering the interaction between the songs and the underscore, and also reflecting on the enduring appeal of the musical numbers. But the significance of the music in early stage productions and later reinterpretations will also be given careful attention: several of the authors will question how the music is employed alongside other components—on stage and screen—and to what effect. Ultimately, the book will incorporate a variety of scholarly approaches, to present an authoritative and engaging understanding of one of the most significant movie musicals that will appeal to film lovers and academics alike.

Mindfulness interventions in schools: Integrity and feasibility of implementation

2019 ◽  
Vol 44 (1) ◽  
pp. 62-75 ◽  
Author(s):  
Lisa-Marie Emerson ◽  
Natalja Nabinger de Diaz ◽  
Ashra Sherwood ◽  
Allison Waters ◽  
Lara Farrell
Keyword(s):  
Teacher Training ◽  
School Context ◽  
Feasibility Studies ◽  
Organizational Factors ◽  
Evidence Base ◽  
Training Requirements ◽  
Intervention Integrity ◽  
School Settings ◽  
School Based ◽  
Mindfulness Interventions

Research on mindfulness-based interventions (MBIs) has proliferated in recent years and the integration of mindfulness-based programs in school settings has been at the forefront of implementation research. Recent reviews of studies evaluating the efficacy of school-based mindfulness programs have produced mixed findings, which may in part be due to methodological differences across studies to date, as well as adaptations of MBIs in order to implement them within school settings. For example, there are vast differences across studies in the content, delivery, and training requirements of school-based MBIs, which may influence both fidelity and efficacy. This systematic review aimed to synthesize the literature on the implementation of school-based MBIs and determine the degree to which the interventions align to standards for MBIs. A systematic search identified studies evaluating the effects of a school-based MBI on mental health outcomes in schools, utilizing quantitative and qualitative designs. The results draw comparison across the identified MBIs in relation to intervention integrity, and teacher training and competence according to existing standards. The findings indicate a poor alignment to all standards; for example, intervention integrity was indicated in 45% of studies that included core mindfulness practices, and standards of teacher training were met in 26% of studies. In addition, the feasibility design of studies is critiqued against recommended standards. Despite claims from many studies, feasibility has not yet been established for school settings. Feasibility studies have failed to adequately assess organizational factors that influence implementation. The lack of detail and consistency in reporting across studies is a particular limitation of the field of research, which may have disadvantaged the assessment of studies against stringent guidelines. The ongoing challenges to developing an evidence base for school-based MBIs as well as to implementation are discussed. Recommendations for future directions in implementation science of mindfulness interventions within a school context are provided.

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