CARE NYC Teacher and Classroom Outcomes
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Transcript of CARE NYC Teacher and Classroom Outcomes
ExaminingImplementation,Process,andOutcomesofCAREforTeachers,aMindfulness-
basedIntervention
Patricia (Tish)Jennings,M.Ed.,Ph.D.,ChairSaraRimm-Kaufman, Ph.D.,Discussant
UniversityofVirginia
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EnhancingTeachers’WellbeingandClassroomQuality:ResultsfromaRandomized
ControlledTrialofCARE
Patricia(Tish) Jennings, M.Ed.,Ph.D.UniversityofVirginiaAnthony DeMauro,MA
PennsylvaniaStateUniversityJenniferFrank,Ph.D.Sebrina Doyle,MAYoonkyung Oh,Ph.D.MarkGreenberg, Ph.D.
FordhamUniversityJoshuaBrown,Ph.D.Regin Davis,MADamira Rashid,MAAnnaDeWeese,MA
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FOR TEACHERSCARECARE
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Cultivating Awareness and Resilience in Education
CARE
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AModelofTeacherSocialandEmotionalCompetenceandClassroomandChildOutcomes
HealthyTeacher/StudentRelationships
HealthyClassroomClimate
EffectiveSELimplementation
Teachers’ Social & Emotional Skills &
Well Being
StudentSocial,emotional&
academicoutcomes
Effectiveclassroom
managementskills
School/Community Context Factors
Jennings & Greenberg (2009)
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EmotionalExhaustion
De-personalization
ReducedEfficacy
TheBurnoutCascade
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EmotionalExhaustion
De-personalization
LackofAccomplishment
TheBurnoutCascade
50% leave within first 5 years of teaching (NEA, 2006)
Whateffectdoesteacherburnouthaveonclassroomenvironmentsandstudent
learning?
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EmotionalSupport
ClassroomOrganization
InstructionalSupport
BDIDepression -0.42* -0.45** -0.51**
Note.*p<.05(2-tailed),**p<.01(2-tailed)
(Jennings, 2014)
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“...teachersatisfactionhasdecreasedby15pointssincetheMetLifeSurveyoftheAmericanTeachermeasuredjobsatisfactiontwoyearsago,nowreachingthelowestlevelofjobsatisfactionseeninthesurveyseriesinmorethantwodecades”(2012,p.3).
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• Nearly50%ofteachersleavetheprofessionafter5years.
• TotalcostofturnoverintheChicagoPublicSchoolsisestimatedtobeover$86millionperyear(NationalCommissiononTeachingandAmerica’sFuture,2007)
CostofTeacherTurnover
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• Teacherswhoexperiencehighlevelsofstressmaytransmitthesenegativeimpactsdirectlytostudentsvia"stress-contagion"
• Nationallyrepresentativesampleoffirstgraders(N =10,700)
• Childreninclassroomswithteachersreportinggreaterlevelsofstresshadhigherinternalizingandexternalizingdisorders.
“Stress-Contagion”
(Milkie &Warner,2011)
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• Earlystressmayimpairthedevelopmentofself-regulation
• Interfereswithlearning• Overtimemaycauselearningandbehaviorproblems
• Especiallyforchildrenat-risk• Teachersupportmaybeprotective
Blair&Raver,2012
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• Conceptualizedasatrait/state andapractice– Self-regulationofattention• Allowsformetacognitiveawareness ofone’semotionalandcognitiveexperience
– Non-judgmentalawareness• Characterizedbycuriosity,openness,andacceptance(Bishop,etal.,2004,p.232)
• Decentering– E.g.Safran &Segal (1990)
Mindfulness
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• Agrowingbodyofresearchisdemonstratingresults:– Enhancedmemory– Increasedabilitytoconcentrate– Increasedabilitytouseattentiontoregulateemotion
– Increasedability forempathyandcompassion– Reduceddistressandincreasedpositiveaffect– BrainchangesthatsupportemotionregulationDavidsonetal.,2003;Frederickson etal.,2008;Hölzel etal.2008;Jha,Krompinger,&Baime,2007;Luders etal.,2009;Lutzetal.,2008;Shapiro,Schwartz,&Bonner,1998,Slagter,etal.,2007)
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• Cultivating• Awareness• Resiliencein• Education
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CARE
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• 5Sessions–2days–1day(2-3weekslater)–1day(2-3weekslater)–1daybooster
• Phonecoaching
ProgramModel
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• SelfCare• EmotionAwareness
• Didacticlessonsonnatureofemotion• Emotionsinrelationtoteaching&learning• Experientialexercisestopromoteemotionalawareness
• Mindfulness• Mindfulawarenesspractices• Mindfulwalking
• Empathy&Compassionforselfandother• Caringpractice(metta)• Mindfullisteningexercises
• Applicationsofthesetoteachingthroughdiscussionandroleplays
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• Replication and refinement of Goal 2 teacher outcomes• Classroom observation (CLASS)• Emotional Support• Instructional Support• Classroom Organization
• Studentoutcomes• Teacherreports
• AcademicCompetenceEvaluationScales(ACES)• Student-TeacherRelationshipScale(STRS)• SocialSkillsInterventionSystemRatingScale(SSIS)
• Schoolrecords• Attendance• Discipline• Grades&testscores
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• 2Cohortsof36elementaryschools(2012-13:8schools,2013-14:28schools)
• 224teachers(118CARE,108Control)– 93%female– 35%White– 33%Hispanic– 24%AfricanAmerican
• 5036students
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• DistressAggregate(32items,alpha=.89)– Maslach BurnoutInventory(Maslach,Jackson,&Leiter,1997):
• EmotionalExhaustion– GeneralizedAnxietyDisorder(Spitzer,Kroenke,Williams,&Lowe,2006)– PatientHealthQuestionnaire(Depression)(Kroenke &Spitzer,2002)– PROMISSleep(Buysse,Yu,Moul, Germain,Stover,Dodds etal,2010)– Perceived StressScale (Cohen,Kamarck,&Mermelstein,1983)
• TimeUrgencyAggregate(28items,alpha=.70)– TimeUrgencyScale:(Landy,Rastegary,Thayer,&Colvin,1991)
• Eating• Speech• Competititiveness• Task-related Hurry• General Hurry
• EmotionRegulation(ERQ:Gross&John,2003,10items,alpha=.67)– Suppression– Reappraisal
TeacherSelf-ReportMeasures
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• EfficacyAggregate(12items,alpha=.84)– TeacherEfficacyScale(Tschannen-Moran&WoolfolkHoy,2001):
• Student Engagement• Instructional Efficacy• ClassroomManagement
• MindfulnessAggregate(36items,alpha=.72)– Five-FacetMindfulnessQuestionnaire(Baer,Smith,&Allen,2004):
• Observe• Describe• Awareness• Non-React• Non-Judge
– InterpersonalAwareness(Frank,Jennings,&Greenberg,2016)
TeacherSelf-ReportMeasures
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• ClassroomAssessmentScoringSystem(CLASS)(Pianta,LaParo,&Hamre,2008)– EmotionalSupport
• Positiveclimate• Negativeclimate• Teachersensitivity• Respectforstudentperspective
– ClassroomOrganization• Behaviormanagement• Productivity• Instructionallearningformats
– InstructionalSupport• Conceptdevelopment• Qualityoffeedback• Languagemodeling
ObservationalMeasure
ProceduresTimelineCARE
Intervention
Waitlist-Control
CARE Training
Sessions
Random Assignment
Recruited 8 schools
(4-9 Ts per school)
53 Total Teachers
Spring/Summer 2012
Fall/Winter 2012-2013 Spring 2013 Spring 2014
CARE Training
Sessions
Online Self-Report
Surveys
2012-2013SchoolYear 2013-2014SchoolYear
Online Self-Report
Surveys
2011-2012SchoolYear
Repeatedprocedure forCohort2
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• Nosignificantintervention/controlgroupdifferencesonmeasuresordemographiccharacteristics (age,gender,race,relationshipstatus,income,educationlevel,certification,yearsteaching/school/grade,classroomdemographics).
• Treatmentvs.controlcontrastsusingHLM(Mplus)• Teachersandclassroomsclusteredinschools• Posthocanalysesofaggregatescalesandsubscales
DataAnalyses
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-0.3
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0
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Personaldistress Timeurgency Emotionregulation
Efficacy Mindfulness
ImpactonTeacherSelf-ReportedOutcomes inEffectSizes
p =0.047* p =0.020* p =0.005** NS p =0.007**
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-0.15
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25p =0.051* p =0.031* NS p =0.046* NS p =0.093 NS p =0.052* NS NS
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• TheCAREprogrampromotesteacherssocialandemotionalcompetenceandwell-being.
• CAREresultedinobservableimprovementsinclassroominteractionsorprotectedagainstdeclines– Emotionalsupport:stableamongCAREteachers,declinedamongcontrols• Positiveclimatestable• Teachersensitivityincreased
– Trendforimprovedclassroomorganization• Significantimprovedproductivity
• Mindfulness-basedinterventionsdeliveredtoindividualsmayhavedownstreameffectsontheclassroomsocialenvironmentstheyinhabit.
Conclusions
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• Longitudinal analyses(2-year)ofteacheroutcomes
• Exploremoderatorsandmediators• Explorerelationshipsbetweenfidelity,amountofpracticeandoutcomes
• Baselineanalyses• Sustainability– Exploringdifferentmodels– Buildingcapacity
• Cost-benefitanalyses
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• OriginalCAREdevelopmentsupportedbytheGarrisonInstitute
• FundingprovidedbytheUSDepartmentofEducation,IESGrantnumbersR305A090179&R305A120180
• Investigators:Tish Jennings,JoshuaBrown,MarkGreenberg
• Otherresearchstaff: JenniferFrank,Regin Davis,Sebrina Doyle,AnnaDeWeese,Damira Rasheed,Yoonkyung Oh
• ProgramDevelopers:Tish Jennings,RichardBrown,ChristaTurksma
• ProgramFacilitators:Tish Jennings,DavidKeiser,SueRuskin-Meyer,AdiFlesher,IleneSmith,AnnaDeWeese
• FidelityCoders:SebrinaDoyle,SarahKothe,SusanFountain,KamiDvorakova
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The image part with relationship ID rId2 was not found in the file.
The image part with relationship ID rId2 was not found in the file.
Contact:[email protected]