Date of Award

2017

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

College of Education

First Advisor

Diane Stephens

Second Advisor

Heidi Mills

Abstract

This dissertation tells the story of a qualitative, narrated inquiry study on the narrated experiences of the students and teacher who participated in a mindfulness workshop, designed by the teacher-researcher, and learned within a classroom where the teacher-researcher used mindfulness techniques as a part of their classroom life. This study was designed as an inquiry into the question: How do the students and teacher narrate their experiences as members in a mindfulness workshop over the course of a year? The teacher-researcher collected audio recordings of interviews with participants and whole group discussions that occurred within the workshop and classroom. These discussions were then analyzed using a Constant-Comparative method (Glaser & Strauss, 1967) while the teacher-researcher rooted herself in methodological and epistemological theories around story and self-study. She then presented her findings as a narrative of the year together in the Findings & Discussion chapter. The dissertation closes with the theoretical and practical implications of the study.

Rights

© 2017, Emily Jean Whitecotton

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