Damira Rasheed

TL;DR: CARE for Teachers as discussed by the authors is a mindfulness-based professional development program designed to promote teachers' social and emotional competence and improve the quality of classroom interactions, using a cluster randomized trial design involving 36 urban elementary schools and 224 teachers.

TL;DR: Findings indicate that teachers who participated in mindfulness-based professional development through CARE reported both sustained and new benefits regarding their well-being at a follow-up assessment almost one-year post-intervention compared to teachers in the control condition.

TL;DR: In this paper, a qualitative collective case study investigates elementary teachers' experience with stress and the mechanisms of change related to developing resilience following a mindfulness-based intervent, and the authors investigate the effects of stress on elementary teachers.

TL;DR: Examination of effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity moderation using multilevel models found teacher-child mismatch was related to lower engagement, motivation, social skills, math and reading scores in low-d diversity classrooms, but not in high-diversity classrooms.

TL;DR: The authors assesses how various risks across several domains of teachers' lives, measured as a cumulative risk index, predict motivation, burnout, and job dissatisfaction in the Katanga province of the Democratic Republic of the Congo.