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.
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.
