Mindfulness – Contemplative Inquiry Resources for Education

Publications

Mindfulness

Birtwell, K., Williams, K., van Marwijk, H., Armitage, C. J., & Sheffield, D. (2019). An exploration of formal and informal mindfulness practice and associations with wellbeing. Mindfulness, 10(1), 89-99.

Burke, A., Lam, C. N., Stussman, B., & Yang, H. (2017). Prevalence and patterns of use of mantra, mindfulness and spiritual meditation among adults in the United States. BMC complementary and alternative medicine, 17(1), 316.

Crane, R. S. (2015). Some reflections on being good, on not being good and on just being. Mindfulness, 6(5), 1226-1231.

Crane, R. S., Kuyken, W., Williams, J. M. G., Hastings, R. P., Cooper, L., & Fennell, M. J. (2012). Competence in teaching mindfulness-based courses: concepts, development and assessment. Mindfulness, 3(1), 76-84.

Giles, J. (2019). Relevance of the No-self Theory in Contemporary Mindfulness MindRxiv Papers. https://doi.org/10.31231/osf.io/2bxa8

Ekici, Ç., Garip, G., & Van Gordon, W. (2018). The Lived Experiences of Experienced Vipassana Mahasi Meditators: an Interpretative Phenomenological Analysis. Mindfulness, 1-13.

Emerson, L. M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: a systematic review and narrative synthesis. Mindfulness, 8(5), 1136-1149.

Ergas, O. & Hadar, L. (2019). Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017. MindRxiv Papers.https://doi.org/10.31231/osf.io/t8uas

Hador, L., & Ergas, O . (2018). Cultivating mindfulness through technology in higher education: a Buberian perspective. Pre-print of paper to be published in AI & Society.

Hildebrandt, L. K., McCall, C., & Singer, T. (2017). Differential effects of attention-, compassion-, and socio-cognitively based mental practices on self-reports of mindfulness and compassion. Mindfulness, 8(6), 1488-1512.

K abat-Zinn, J. (2017). Too early to tell: the potential impact and challenges—ethical and otherwise—inherent in the mainstreaming of dharma in an increasingly dystopian world. Mindfulness, 8(5), 1125-1135.

Kreplin, U., Farias, M., & Brazil, I. A. (2018). The limited prosocial effects of meditation: A systematic review and meta-analysis. Scientific reports, 8(1), 2403.

Lundh, L. G. (2019). Experimental Phenomenology in Mindfulness Research. Mindfulness, 1-14.

McKeering, P., & Hwang, Y. S. (2019). A systematic review of mindfulness-based school interventions with early adolescents. Mindfulness, 10(4), 593-610.

Pang, D., Ruch, W. (2019). The Mutual Support Model of Mindfulness and Character Strengths. Mindfulness 10, 1545–1559. doi:10.1007/s12671-019-01103-z

Schöne, B., Gruber, T., Graetz, S., Bernhof, M., & Malinowski, P. (2018). Mindful breath awareness meditation facilitates efficiency gains in brain networks: A steady-state visually evoked potentials study. Nature–Scientific Reports, 8(1), 13687.

Schwimmer, M., & McDonough, K. (2018). Mindfulness and “Educational New Ageism”. In Oxford Research Encyclopedia of Education.

Suelmann, H., Brouwers, A., & Snippe, E. (2018). Explaining variations in mindfulness levels in daily life. Mindfulness, 9(6), 1895-1906.

Sun, J. (2017, August 29). Mindfulness in Context: A Historical Discourse Analysis. MindRXiv Papers. https://doi.org/10.1080/14639947.2014.978088

Tomlinson, E. R., Yousaf, O., Vittersø, A. D., & Jones, L. (2018). Dispositional mindfulness and psychological health: a systematic review. Mindfulness, 9(1), 23-43.

Wamsler, C., Brossmann, J., Hendersson, H., Kristjansdottir, R., McDonald, C., & Scarampi, P. (2018). Mindfulness in sustainability science, practice, and teaching. Sustainability science, 13(1), 143-162.