Mindfulness for Educational Practice Offers Guidance on Mindfulness

Dr. Nancy Coogan is a Washington State educational administrator with more than two decades of experience in the education field. Over the course of her career, Dr. Nancy Coogan has conducted research on the benefits and applications of mindfulness in the education setting. She authored a chapter for the text Mindfulness for Educational Practice on mindful practices in urban high schools.

The eighth volume in the Research on Stress and Coping in Education Series, the text provides guidance to teachers and school administrators in understanding and implementing mindfulness practices. Contributing authors present original research and current theories on its application in improving school outcomes for students and strengthening support for school leaders and faculty. Each chapter addresses key questions in the study of mindfulness, such as the role of mindfulness-based interventions and the potential for cultivating closer teacher-student relationships. Additionally, the chapters offer recommendations on implementing mindfulness strategies and techniques.

Mindfulness for Educational Practice was published in 2015 and edited by Washington State University faculty members Gordon S. Gates and Shannon Calderone.

Black Prisoners’ Caucus TEACH Program

An alumna of Washington State University with an EdD, Dr. Nancy Coogan served as Tukwila School District’s superintendent for four years. Dr. Nancy Coogan has also worked as a sponsor for the Black Prisoners’ Caucus (BPC).

Formed in 1972, the BPC exists to encourage cultural growth and stop discrimination, inequality, and oppression among not only incarcerated men, but also poor communities of color. The BPC provides prisoners with the tools and medium to address these social issues while working together with them to promote stronger family ties, improved facilities, and transformed communities. As part of its campaign, the BPC designed the TEACH program to educate incarcerated men until they complete their higher education.

The TEACH program is open to all prisoners who want to finish their studies, regardless of their race, color, sexual preference, or crime. Enrollees are required to submit their GED or high school diploma and must be prepared for a rigorous curriculum. The courses that will prepare them for either a certification or for-credit pathway include Math, Writing, and Reading.

Certificate courses involve life skills and cognitive change education such as parenting, conflict resolution, and public speaking. For-credit courses, on the other hand, include social science, natural science, and arts and humanities classes. Every for-credit course counts towards an associate degree that will make a student eligible for an official college course through Seattle Central College.

What to Do in Italy

The former superintendent of Tukwila School District, Dr. Nancy Coogan has developed and implemented policies that earned the district honors and recognition. With a doctorate of education from Washington State University, she researches practices and theories about education. To take a break from work, Dr. Nancy Coogan enjoys traveling to Italy.

Offering visitors an abundance of opportunities to immerse themselves in its culture, Italy remains among the top several most visited travel destinations. Here are just a few things a tourist can do while visiting Italy.

- Visit Venice. Although not the cheapest place to stay, Venice offers options for a gondola ride, canals, and hip bars with inexpensive drinks at the old Jewish Ghetto.

- Roam around Rome. Aside from the obvious highlights in Rome, the Trastevere neighborhood is a place for cheap food and funky little bars. The tiny winding streets are enjoyable, too.

- Cross the Cinque Terre. Located in Western Italy, the Cinque Terre comprises villages ready for hike adventures through steep vineyards and mountains. After hikes that vary in difficulty, the area provides fresh pesto and seafood dishes, which can be partnered with local wine for a delightful treat.

Types of Mindfulness-Based Interventions: An Overview

An expert in strategic planning and leadership development, Dr. Nancy Coogan has held executive positions at school districts that include Mukilteo and Seattle Public Schools. In addition to her work in administration, Dr. Nancy Coogan authors scholarly research articles in the areas of education and mindfulness.

In 2015, Information Age Publishing released “Mindfulness for Educational Practice, A Path to Resilience for Challenging Work.” The book, which includes a chapter featuring Dr. Coogan, draws on qualitative and action research that supports mindfulness-based interventions (MBIs) in schools. 

At a general level, MBIs refer to therapeutic approaches that employ mindfulness to improve physical and mental health. Four common approaches to the practice are described below.

- Acceptance and Commitment Therapy (ACT) - teaches mindfulness to help others recognize emotional challenges and improve overall well being.

- Dialectical Behavioral Therapy (DBT) - develops mindfulness in addition to tolerance and interpersonal effectiveness through individual psychotherapy exercises as well as group training.

- Mindfulness-Based Stress Reduction (MBSR) - incorporates meditation practices, stretching, and other mindfulness activities in daily life in addition to group sessions. 

- Mindfulness-Based Cognitive Therapy (MBCT) - similar to MBSR, but also incorporates cognitive therapy techniques and exercises such as psychoeducation.

Mindfulness for Educational Practice Aims For Improved Schools

An experienced administrator, Dr. Nancy Coogan has a long history of serving public schools. Dr. Nancy Coogan’s academic publications include a chapter in the book, Mindfulness for Educational Practice: A Path to Resilience for Challenging Work.

Published in 2015, Mindfulness for Educational Practice is the eighth volume of the series, “Research on Stress and Coping in Education.” The book explores how mindfulness-based interventions (MBIs) among educators can improve emotional self-awareness and self-care, and empower them to make positive changes impacting their students as well as the wider school community.

Based on the everyday experiences of teachers, the publication includes qualitative and action research methods to assess the impact of a mindfulness training program for educators. The volume explores whether practicing mindfulness can lead to improved relationships with students, staff, and parents. It also presents case studies of how teachers have put mindfulness into practice by increasing their sensitivity to new information and environmental surroundings. In addition, the research seeks to discover whether teachers who practice mindfulness experience higher levels of student engagement and performance in their classrooms.

Mindfulness for Educational Practice Examines Mindfulness in Education

Dr. Nancy Coogan formerly served as superintendent for the Tukwila School District in Washington, where she implemented policies to ensure accountability and compete within a digital learning society. Over the course of her career, Dr. Nancy Coogan has also conducted research on mindfulness and published her findings in numerous publications. Her contributions include a chapter on mindful practices in urban high schools for Mindfulness for Educational Practice.

The text serves as a guide for teachers and school administrators on understanding the traction behind mindfulness and the opportunities available by adopting mindfulness policies. Contributing authors present an abundance of original research and explore current theory on mindfulness within the education discipline. In particular, the content examines how mindfulness practices can improve the school experience for students and enhance support for school personnel. Chapters within the text address key considerations regarding mindfulness in education, such as the role of mindfulness-based interventions, impacts on teacher-student relationships, and potentials of mindfulness training.

Published in 2015, Mindfulness for Educational Practice is the eighth volume in the Research on Stress and Coping in Education Series.

Four Benefits of Mindfulness in Schools

Dr. Nancy Coogan is a skilled school administrator and educational researcher with over three decades of experience in education and academic leadership. Dr. Nancy Coogan’s research includes studies on the positive impacts of mindfulness in a school setting. Many educators are embracing mindfulness practices for their many benefits, as outlined below.

1. Beneficial to students and staff alike. Practicing mindfulness offers benefits to all people within the school environment, including students, teachers, and faculty. Even parents may benefit from mindfulness by learning to cope with stress and learning to live in the present.

2. Improved emotional control. Schools implementing mindfulness programs noted that many students developed a better understanding of their emotions and demonstrated improved emotional control. Additionally, these students often exhibited a greater capacity to deal with their emotions.

3. Increased cognitive performance. Studies on the effects of mindfulness indicate that engaging in mindfulness programs increased students’ cognitive performance.

4. Reduces stress. Students and teachers alike have reported that practicing mindfulness can help combat stress and anxiety. Mindfulness helps people center themselves and focus on issues in the present rather than past or future events.

An Overview of Action Research Studies of Two High School Principals

Dr. Nancy Coogan has held a number of educational leadership positions throughout Washington State, including serving more than four years as Superintendent of the Tukwila School District. Prior to receiving her Doctor of Educational Leadership from Washington State University, Dr. Nancy Coogan wrote her dissertation on resiliency in educational settings.

Titled "Resiliency: An Action Research Study with Two High School Principals," the paper compared two principals through the lenses of reliability and resiliency during day-to-day activities and high stakes administrative situations. Furthermore, the dissertation took into account the professional and educational cultures of both schools in an attempt to determine how certain values and structures emphasized or inhibited these important qualities.

The paper determined that both principals demonstrated openness in regards to gathering data about various failings throughout their schools, from inequitable resources to inaccurate student representation, as well as a desire to enhance the professional skills of all teachers. The dissertation also examined how both principals reacted to the complexities of administrative situations and occurrences beyond their control. Most notably, research found that by engaging in mindfulness practices, both administrators enjoyed improved relationships with their supervisors, a positive step toward increased reliability and resiliency.

Three Scenic Spots Off the Beaten Path in Italy

Dr. Nancy Coogan, previously the superintendent of the Tukwila School District, holds a master’s degree from City University in Bellevue, Washington, with a focus on special education and the importance of collaborative and team teaching. In her leisure time, Dr. Nancy Coogan enjoys international travel, having previously visited Italy. While many are aware of the larger attractions Italy has to offer, such as the Colosseum in Rome or the museums of Florence, here are three lesser-known spots that can offer tastes of a more rustic Italian life. 

1. Lecce. Located in the southern region of Puglia, this city is known to many as the 'Florence of the South,' filled with ornate architecture and many art museums. The most popular museum focuses on paper mache crafts, for which the city is known. Nearby, visitors can enjoy white-sand beaches that are much less crowded than those on the famed Amalfi coast. 

2. Civita di Bagnoregio. This medieval village sits atop a cliff in the center of Italy, offering one of the most spectacular views in the nation. Called the 'dying city' by many locals, it has begun to erode over the centuries, but it still offers a one-of-a-kind experience. With only ten residents, it is the perfect place to retreat from the hustle and bustle of urban life. 

3. Siena. Easily recognizable by its brick buildings dating back to medieval times, Siena sits in the scenic region of Tuscany and dates back to the 13th century. The city square, Piazza del Campo, is a UNESCO world heritage site, and visitors can enjoy some of the best food in the country, with local dishes including wild boar, grilled meats, and incredible wine.

Characteristics of High Reliability Organizations

In her tenure as superintendent of the Tukwila, Washington school system, Dr. Nancy Coogan led several transformations within the district. Dr. Nancy Coogan has also studied the nature of high-reliability organizations, which build on her research interest in mindfulness.

High-reliability organizations, such as aircraft carriers, deal with significant consequences of failure by following five principles:

- Focus on failure. Everyone watches for new and possibly dangerous problems that could arise. They do not let down their guard in the absence of errors and accidents but remain alert for new risks. Near accidents do not indicate safety but point to a need for examining procedures.

- Disinclination to simplify. Personnel appreciate the complexity of the work and do not settle for simple explanations. While understanding the benefits of standardization, they do not underestimate the complications of teamwork and relationships.

- Situational awareness. Participants search out overall concepts of operations. They look at their part in the whole picture and the effect of their actions on other areas of the organization.

- Deference to expertise. Members appreciate the skills and perspective of persons, regardless of their location in a hierarchy. In an emergency, senior members might not possess the greatest knowledge of the situation. Rather, everyone involved has a chance to voice safety concerns.

- Dedication to resilience. Since systemic failures are unpredictable, participants practice responses to new kinds of challenges. They act before problems cause harm and work to reduce the severity of malfunctions.