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Extending Tobin's mindfulness in education.

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Title: Extending Tobin's mindfulness in education.
Authors: Cleveland, Richard1 (AUTHOR) rcleveland@georgiasouthern.edu
Source: Cultural Studies of Science Education. Dec2019, Vol. 14 Issue 4, p1115-1121. 7p.
Subject Terms: *Scholarships, *Education, Mindfulness, Awareness, Intention
Abstract (English): A special issue of Learning: Research and Practice dedicated to mindfulness is summarized with the assertion that the contributions illustrate a perspective for successful mindfulness scholarship. Specifically, definitional components of mindfulness practice are just as essential for mindfulness scholarship. After a review of the special issue, this perspective for mindfulness scholarship is presented, and the article closes with two examples of mindfulness scholarship aligned with the 3-component framework of intention, awareness, and non-judgment. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Resumen: El número especial de la revista Learning: Research and Practice está dedicado a la atención plena, su contenido queda resumido por una idea en común, que consiste en que cada contribución ilustra la perspectiva de investigación académica enfocada a la atención plena; específicamente, en tres características que la distinguen: la intención, la conciencia y el no juzgar. Estos son componentes cruciales que distinguen la práctica de la atención plena, y son esenciales para su investigación académica. Después de una revisión del número especial, se presenta una perspectiva académica de la atención plena. Finalmente este artículo concluye con dos ejemplos de estudios de atención plena considerando el marco de sus tres caracterísitcas distintivas: intención, conciencia y el no juzgar. [ABSTRACT FROM AUTHOR]
Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Extending Tobin's mindfulness in education.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Cleveland%2C+Richard%22">Cleveland, Richard</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rcleveland@georgiasouthern.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Cultural+Studies+of+Science+Education%22">Cultural Studies of Science Education</searchLink>. Dec2019, Vol. 14 Issue 4, p1115-1121. 7p.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Scholarships%22">Scholarships</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mindfulness%22">Mindfulness</searchLink><br /><searchLink fieldCode="DE" term="%22Awareness%22">Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: A special issue of Learning: Research and Practice dedicated to mindfulness is summarized with the assertion that the contributions illustrate a perspective for successful mindfulness scholarship. Specifically, definitional components of mindfulness practice are just as essential for mindfulness scholarship. After a review of the special issue, this perspective for mindfulness scholarship is presented, and the article closes with two examples of mindfulness scholarship aligned with the 3-component framework of intention, awareness, and non-judgment. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Resumen: El número especial de la revista Learning: Research and Practice está dedicado a la atención plena, su contenido queda resumido por una idea en común, que consiste en que cada contribución ilustra la perspectiva de investigación académica enfocada a la atención plena; específicamente, en tres características que la distinguen: la intención, la conciencia y el no juzgar. Estos son componentes cruciales que distinguen la práctica de la atención plena, y son esenciales para su investigación académica. Después de una revisión del número especial, se presenta una perspectiva académica de la atención plena. Finalmente este artículo concluye con dos ejemplos de estudios de atención plena considerando el marco de sus tres caracterísitcas distintivas: intención, conciencia y el no juzgar. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11422-018-9899-4
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        Text: English
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        Type: general
      – SubjectFull: Education
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      – SubjectFull: Mindfulness
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      – SubjectFull: Intention
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              Text: Dec2019
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              Y: 2019
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