Description

This quasi-experimental, concurrent, mixed method, action research study sought to evaluate how an elective 1-credit course informed by mindfulness and culturally sustaining pedagogy influenced honors students’ academic self-efficacy, self-compassion, and

This quasi-experimental, concurrent, mixed method, action research study sought to evaluate how an elective 1-credit course informed by mindfulness and culturally sustaining pedagogy influenced honors students’ academic self-efficacy, self-compassion, and their meaning-making about what it means to be an honors student. Theoretical perspectives and research guiding the study included: academic self-efficacy, culturally sustaining pedagogy, mindfulness, and third space.

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Date Created
  • 2019
Resource Type
  • Text
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    • Doctoral Dissertation Leadership and Innovation 2019

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