CARE: Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education

Duration: 2012 - 2018
Funding: U.S. Department of Education / Institute of Educational Sciences
Principal Investigator: Mark T. Greenberg

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Description

CARE (Cultivating Awareness and Resilience in Education) is a unique professional development program that helps teachers handle the stresses and rediscover the joys of teaching. CARE has been carefully studied in a series of randomized trials showing its effectiveness in boosting teacher’s mental capacities, performance, and social and emotional functioning which results in more rewarding personal and professional experiences.

In this study, we conducted a multi-site cluster randomized controlled trial to determine the efficacy of the Cultivating Awareness and Resilience in Education (CARE) professional development program in 32 New York public elementary schools (kindergarten through fifth grade).

Explanation of research findings from the study

Project Team

Publications

The relationship between adopting mindfulness practice and reperceiving: A qualitative investigation of CARE for Teachers

Schussler, D.L., DeWeese, A., Rasheed, D., DeMauro, A. A., Doyle, S. L., Brown, J. L., Greenberg, M. T., & Jennings, P. A. (2019). The relationship between adopting mindfulness practice and reperceiving: A qualitative Investigation of CARE for Teachers. Mindfulness, 10, 2567–2582. https://doi.org/10.1007/s12671-019-01228-1

Stress and release: Case studies of teacher resilience following a mindfulness-based intervention

Schussler, D. L., Deweese, A., Rasheed, D., Demauro, A. Brown, J., Greenberg, M., & Jennings, P. A. (2018). American Journal of Education, 125(1). https://doi.org/10.1086/699808

Cost analysis of ingredients for successful implementation of a mindfulness-based professional development program for teachers

Doyle, S. L., Brown, J. L., Rasheed, D., Jones, D. E., & Jennings, P. A. (2019). Cost analysis of ingredients for successful implementation of a mindfulness-based professional development program for teachers. Mindfulness, 10, 122-130. https://doi.org/10.1007/s12671-018-0958-4

Exploring relationships between CARE program fidelity, participant responsiveness, and uptake of mindful practices

Doyle, S. L., Jennings, P. A., Brown, J. L., Rasheed, D., DeWeese, A., Frank, J. L., Turksma, C., & Greenberg, M. T. (2018). Exploring relationships between CARE program fidelity, participant responsivenss, and uptake of mindful practices. Mindfulness, 10, 841-853. https://doi.org/10.1007/s12671-018-1034-9

Long-term impacts on teachers' self-reported social and emotional competence and well-being

Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2019). Long-term impacts on teachers' self-reported social and emotional competence and well-being. School Psychology, 76, 186-202. https://doi.org/10.1016/j.jsp.2019.07.009

Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions

Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S. L., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Impacts of the CARE for Teachers Program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. http://dx.doi.org/10.1037/edu0000187

Coding semi-structured interviews: Examining coaching calls within the CARE for Teachers program

DeWeese, A., Jennings, P. A., Brown, J. L., Doyle, S. L., Davis, R. T., Rasheed, D. S., Frank, J. L. & Greenberg, M. T. (2017). Coding semi - structured interviews: Examining coaching calls within the CARE for Teachers program. SAGE Research Methods Cases, Part 2. DOI: http://dx.doi.org/10.4135/9781473958319

Associations between the awakening responses of salivary _-amylase and cortisol with self-report indicators of health and wellbeing among educators

Katz, D. A., Greenberg, M. T., Jennings, P. A., & Klein, L. (2016). Associations between the awakening responses of salivary _-amylase and cortisol with self-report indicators of health and wellbeing among educators. Teaching and Teacher Education, 54, 98-106. http://http://dx.doi.org/10.1016/j.tate.2015.11.012.doi: 0742051X