ذکایی، محمد سعید. (1399). هنر انجام پژوهش کیفی؛ از مسئله یابی تا نگارش. تهران: انتشارات آگاه.
علاقه بند، علی. (1400). مبانی نظری و اصول مدیریت آموزشی. تهران: نشر روان.
Ahlin, K., & Kjellgren, A. (2016). Prerequisites for teaching mindfulness and meditation: Experienced teachers from different traditions share their insights. Journal of Yoga & Physical Therapy, 6(3), 1-8. doi:10.4172/2157-7595.1000243.
Alagheband, A. (2021).
Theoretical foundations and principles of educational management. Ravan Pub. [In Persian]
Aloni, N. (2002).
Enhancing humanity: The Philosophical Foundations of Humanistic Education. Springer.
Baminiwatta, A., & Solangaarachchi, I. (2021). Trends and developments in mindfulness research over 55 years: A bibliometric analysis of publications indexed in web of science.
Mindfulness, 12(9), 2099-2116. doi:10.1007/s12671-021-01681-x.
Bernay, R. (2014). Mindfulness and the beginning teacher. Australian Journal of Teacher Education (Online), 39(7), 58-69. doi:10.14221/ajte.2014v39n7.6.
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., ... Devins, G. (2004). Mindfulness: A proposed operational definition.
Clinical Psychology: Science and Practice, 11(3), 230-241. doi:10.1093/clipsy.bph077
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. Annals of the New York Academy of Sciences, 1373(1), 13-24. doi:10.1111/nyas.12998.
Bodhi, B. (2011). What does mindfulness really mean? A canonical perspective.
Contemporary Buddhism, 12(01), 19–39. doi:10.1080/14639947.2011.564813
Castillo-Montoya, M. (2016).
Preparing for Interview Research: The Interview Protocol Refinement Framework. The Qualitative Report, 21, 811-831.
Charmaz, K. (2014). Constructing Grounded Theory. Los Angeles: Sage.
Corbin, J. M., & Strauss, A. L. (2014).
Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Sage Publications.
Creswell, J. W. (2007).
Qualitative Inquiry and Research Design: Choosing among the Five Approaches (2nd ed.). Sage Publication.
Deringer, S. A., Hodges, J. S., & Griffin, K. (2020). Mindfulness as a tool for place-based educators.
Journal of Outdoor and Environmental Education,
23, 121-135. doi:10.1007/s42322-020-00053-8.
Ditrich, T. (2017). The conceptualization and practice of mindfulness: Buddhist and secular perspectives.
Mindfulness and Education: Research and Practice, 3-32. https://www.researchgate.net/publication/344335661_The_Conceptualisation_and_Practice_of_
Mindfulness_Buddhist_and_Secular_Perspectives
Doyle Fosco, S. L., Schussler, D. L., & Jennings, P. A. (2023). Acceptability of a Mindfulness-Based Professional
Development Program to Support Educational Leader Well-Being.
Mindfulness,
14(8), 1951-1966. doi:10.1007/s12671-023-02182-9.
Ergas, O. (2014). Mindfulness in education at the intersection of science, religion, and healing.
Critical Studies in Education, 55(1), 58-72. doi:10.1080/17508487.2014.858643
Ergas, O. (2019). Education and mindfulness practice: Exploring a dialog between two traditions.
Mindfulness,
10(8), 1489-1501. doi:10.1007/s12671-019-01130-w.
Ergas, O., Hadar, L. L. (2019). Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017.
Review of Education, 7, 757-797. doi:10.1002/rev3.3169
Felver, J. C., & Jennings, P. A. (2016). Applications of mindfulness-based interventions in school settings: An introduction.
Mindfulness, 7, 1-4. doi:10.1007/s12671-015-0478-4
Flick, U. (2006).
An Introduction to Qualitative Research. Sage, London.
Forbes, D. (2019).
Mindfulness and its discontents: Education, self, and social transformation. Fernwood Publication.
Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the Mindfulness in Teaching Scale.
Mindfulness, 7(1), 155–163. doi:10.1007/s12671-015-0461-0
Gilead, T. (2015). Economics imperialism and the role of educational philosophy.
Educational Philosophy and Theory, 47(7), 715-733. doi:10.1080/00131857.2014.914878
Hawkins, K. (2017). Mindful teacher, mindful school: Improving wellbeing in teaching and learning. Sage.
Hwang, Y. S., Noh, J. E., & Singh, N. N. (2021). Mindfulness for Developing Communities of Practice for Educators in Schools.
Mindfulness,
12, 2966-2982. doi:10.1007/s12671-021-01758-7.
Hyland, P. K., Lee, R. A., and Mills, M. J. (2015). Mindfulness at Work: A New Approach to Improving Individual and Organizational Performance.
Industrial and Organizational Psychology: Perspectives on Science and Practice, 8 (4), 576–602. doi:10.1017/iop.2015.41.
Hyland, T. (2013). Buddhist Practice and Educational Endeavour: in search of a secular spirituality for state-funded
education in England.
Ethics and Education, 8(3), 241-252. doi:10.1080/17449642.2013.876791
Hyland, T. (2017). McDonaldizing spirituality: mindfulness, education, and consumerism.
Journal of Transformative Education, 15(4), 1–20. doi:10.1177/1541344617696972
Jennings, P. A., DeMauro, A. A., & Mischenko, P. P. (Eds.). (2019). The mindful school: Transforming school culture through mindfulness and compassion. Guilford Publications.
Kabat-Zinn, J. (2005).
Coming to our senses: Healing ourselves and the world through mindfulness. Hachette UK.
Kenwright, D., McLaughlin, T., & Hansen, S. (2023). Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour.
International Journal of Inclusive Education,
27(6), 739-754. doi:10.1080/13603116.2020.1867382.
Kiloran, I. (2017). Mindfulness in education: Using and teaching mindfulness in schools.
Childhood Education, 93(2), 99. https://doi.org/10.1080/00094056.2017.1300042
Kirk, J., & Miller, M. L. (1986).
Reliability and validity in qualitative research. Beverly Hills, CA: Sage.
Lincoln, Y. S., & Guba, E. G. (1985).
Naturalistic Inquiry. Beverly Hills, CA: Sage Publications, Inc.
Mackenzie, E. R., Fegley, S., Stutesman, M., & Mills, J. (2020). Present-moment awareness and the prosocial
classroom: Educators’ lived experience of mindfulness.
Mindfulness,
11, 2755-2764. doi:10.1007/s12671-020-01483-7.
McKenzie, S. (2015).
Mindfulness at Work: How to Avoid Stress, Achieve More and Enjoy Life! (Vol. 2). Exisle
Publication.
Moreno, A. J. (2017). A theoretically and ethically grounded approach to mindfulness practices in the primary grades.
Childhood Education, 93(2), 100–108. doi:10.1080/00094056.2017.1300487
Norton, K. R., & Griffith, G. M. (2020). The impact of delivering mindfulness-based programmes in schools: A qualitative study.
Journal of Child and Family Studies,
29, 2623-2636.
https://link.springer.com/article/10.1007/s10826-020-01717-1
Palacios, A. F., & Lemberger‐Truelove, M. E. (2019). A counselor‐delivered mindfulness and social–emotional learning intervention for early childhood educators.
The Journal of Humanistic Counseling,
58(3), 184-203. doi:10.1002/johc.12119.
Parsons, C. E., Jensen, K. L., Roepstorff, A., Fjorback, L. O., & Linehan, C. (2019). Designing technology tools to
support
engagement in mindfulness-based interventions: an analysis of teacher and student experiences.
Digital Health,
5. doi: 10.1177/2055207619868550.
Peters, R. S. (ed.) (1973).
The Philosophy of Education. Oxford: Oxford University Press.
Purser, R. (2019).
McMindfulness: How mindfulness became the new capitalist spirituality. Repeater.
Puswiartika, D., Sulastiana, M., Hinduan, Z. R., & Harding, D. (2018, February). Mindful Teaching: A Narrative Exploration of Mindfulness.
In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017) (pp. 152-155). Atlantis Press. doi:10.2991/ice-17.2018.35.
Rahula, W. (1997).
What the Buddha taught. Oxford: One world.
Roeser, R. W. (2014). The emergence of mindfulness-based interventions in educational settings. In S. Karabenick & T. Urdan (Eds.),
Motivational Interventions (pp. 379–419). Bingley, UK: E. doi:10.1108/S0749-742320140000018010.
Saldana, J. (2021).
The Coding Manual for Qualitative Researchers. London: Sage.
Schussler, D. L., DeWeese, A., Rasheed, D., DeMauro, A. A., Doyle, S. L., Brown, J. L., ... & Jennings, P. A. (2019). The relationship between adopting mindfulness practice and reperceiving: A qualitative investigation of CARE for teachers. Mindfulness, 10, 2567-2582. doi:10.1007/s12671-019-01228-1.
Schussler, D. L., Harris, A. R., & Greenberg, M. T. (2020). A qualitative investigation of a mindfulness‐based yoga program for educators: How program attendance relates to outcomes.
Psychology in the Schools,
57(7), 1077-1096. doi:10.1002/pits.22374.
Schussler, D. L., Mahfouz, J., Broderick, P. C., Berenna, E., Frank, J. L., & Greenberg, M. T. (2022). Shifting to embodiment: A longitudinal qualitative investigation into the experiences of high school teachers teaching mindfulness.
Mindfulness,
13(2), 509-525. doi:10.1007/s12671-021-01811-5.
Smith-Carrier, T., Koffler, T., Mishna, F., Wallwork, A., Daciuk, J., & Zeger, J. (2015). Putting your mind at ease: Findings from the Mindfulness Ambassador Council programme in Toronto area schools. Journal of Children's Services, 10(4), 376-392. doi:10.1108/JCS-10-2014-0046.
Strauss, A., & Corbin, J. (1990).
Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Thousand Oaks, CA: Sage.
Taylor, C. (2016). Conceptualizing the mindful teacher: Examining evidence for mindfulness skills in teachers’ classroom speech and behavior [Doctoral dissertation, Portland State University].
Trousselard, M., Steiler, D., Claverie, D., & Canini, F. (2014). The history of mindfulness put to the test of current scientific data: Unresolved questions. Encephale, 40(6), 474-80. doi: 10.1016/j.encep.2014.08.006
Van Aalderen, J. R., Breukers, W. J., Reuzel, R. P., & Speckens, A. E. (2014). The role of the teacher in mindfulness-
based approaches: A qualitative study.
Mindfulness,
5, 170-178. doi:10.1007/s12671-012-0162-x.
Ventura, A., Kissam, B., Chrestensen, K., Tfirn, I., Brailsford, J., & Dale, L. P. (2023). Implementation of a Whole-School Mindfulness Curriculum in an Urban Elementary School: Tier 1 through Tier 3.
OBM Integrative and Complementary Medicine,
8(2), 1-25. doi:10.21926/obm.icm.2302022.
Wang, Y., Liao, L., Lin, X., Sun, Y., Wang, N., Wang, J., & Luo, F. (2021). A bibliometric and visualization analysis of mindfulness and meditation research from 1900 to 2021.
International Journal of Environmental Research and Public Health, 18(24), 13150. doi: 10.3390/ijerph182413150
Wigelsworth, M., & Quinn, A. (2020). Mindfulness in schools: An exploration of teachers’ perceptions of mindfulness-based interventions. Pastoral Care in Education, 38(4), 293-310. doi:10.1080/02643944.2020.1725908.
Yates, J., Immergut, M., & Graves, J. (2017).
The mind illuminated: A complete meditation guide integrating Buddhist wisdom and brain science for greater mindfulness. Simon and Schuster.
Yuan, R., Lee, I., Xu, H., & Zhang, H. (2023). The alchemy of teacher mindfulness: voices from veteran language teachers in China.
Professional Development in Education, 49(2), 323-339. https://doi.org/10.1080/19415257.2020.1814383.
Zokaei, M. S. (2023). The art of conducting qualitative research; From problem-solving to writing. Tehran: Agah Publication. [In Persian]
