Abstract
School-based mindfulness programs have gained widespread interest as a means to support the development of social-emotional learning skills that contribute to student academic performance and well-being. As these programs are increasingly implemented by educators with varying levels of training and prior exposure to mindfulness, there is a growing need to evaluate teacher-led mindfulness instruction delivered in typical classroom or out-of-school settings. The TMEOS is a 28-item semi-structured observational scale designed to evaluate program fidelity and implementation quality. The observational protocol, which can be used by a mindfulness facilitator to rate new or practicing teachers, examines procedural adherence and embodiment of attitudinal foundations of mindfulness during program implementation across four domains. The domains include: (1) Planning, Organization, and Curriculum Coverage; (2) Teaching Mindfulness; (3) Guiding Mindfulness Practices; and (4) Management of the Learning Environment. Findings from initial validation studies have demonstrated that, with adequate training and preparation, acceptable levels of inter-rater and internal consistency can be achieved. The TMEOS is a promising observational scale appropriate for use in evaluating multiple dimensions of implementation quality of mindfulness instruction delivered in educational settings.
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Broderick, P.C., Frank, J.L., Schussler, D.L. (2022). Teaching Mindfulness in Education Observation Scale (TMEOS). In: Medvedev, O.N., Krägeloh, C.U., Siegert, R.J., Singh, N.N. (eds) Handbook of Assessment in Mindfulness Research. Springer, Cham. https://doi.org/10.1007/978-3-030-77644-2_58-1
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DOI: https://doi.org/10.1007/978-3-030-77644-2_58-1
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