Cultivating Compassion in the Classroom: Exploring the Phenomenon of Compassion in an Upper Elementary School Classroom Community

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atmire.migration.oldid5326
dc.contributor.advisorBohac Clarke, Veronika
dc.contributor.authorTebay, Garette
dc.contributor.committeememberDavis, Brent
dc.contributor.committeememberLeggo, Carl
dc.contributor.committeememberBrandon, James
dc.contributor.committeememberSameshima, Pauline
dc.date.accessioned2017-02-02T17:10:50Z
dc.date.available2017-02-02T17:10:50Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractThis research is concerned with “cultivating compassion,” as a means of helping the individual see the interconnectedness of being. This study of the phenomenon of compassion in a classroom community, draws on Wilber’s model of Integral theory for its conceptual framework, development of research questions, methodology, and data analysis. The perspectives of integral methodological pluralism were employed in this mixed-methods research design, where narrative inquiry was complemented with additional methods to tell the story of the grade 4/5 classroom under study.  The aim was to provide a comprehensive exploration of the use of mindfulness techniques in this classroom, for supporting the development of compassion in this group of preadolescents. Themes of enhanced self-awareness, increased calm, and happiness were evident, not only in the students, but in their teacher as well. This perceived calm and self-awareness created a shift in the behaviours observed in the classroom—and in the relationships within it. The study explored the classroom, as it is situated within the context of the school and its mandates, as well as within the school district and provincial policies. The analysis of data determined that the impact of the mindfulness program was centered on this classroom, and the teacher. The idea of the positive potential of the inclusion of mindfulness teaching, at the system level also arose from the analysis. A number of implications and recommendations were identified for the implementation of whole-school programming by system leaders, as well as for the integration of meaningful mindfulness activities in classrooms.en_US
dc.identifier.citationTebay, G. (2017). Cultivating Compassion in the Classroom: Exploring the Phenomenon of Compassion in an Upper Elementary School Classroom Community (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25499en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25499
dc.identifier.urihttp://hdl.handle.net/11023/3633
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation
dc.subjectEducation--Curriculum and Instruction
dc.subjectEducation--Elementary
dc.subjectEducation--Guidance and Counseling
dc.subjectEducation--Health
dc.subjectEducation
dc.subject.otherCompassion
dc.subject.otherMindfulness
dc.subject.otherIntegral Theory
dc.subject.otherMultiperspective
dc.subject.otherNarrative Inquiry
dc.titleCultivating Compassion in the Classroom: Exploring the Phenomenon of Compassion in an Upper Elementary School Classroom Community
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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