Abstract
The purpose of this introductory chapter is to provide a brief overview of the Handbook on Mindfulness in Education, and of the emerging field of science and practice concerned with mindfulness in education for students, teachers, and administrators. We describe the aims of the handbook, provide brief introductions to each of the chapters that comprise this handbook, and conclude with suggestions for future directions in research and practice.
Chapter to appear in K. A. Schonert-Reichl & R. W. Roeser (Eds.), Mindfulness in Education: Emerging Theory, Research, and Programs. New York, NY: Springer.
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Acknowledgments
We are extremely grateful to Judy Jones, Senior Editor at Springer, for her assiduous and tireless support and encouragement of this handbook. It was Judy who instigated the notion of a handbook on mindfulness in education several years ago, and it was she who was prescient in forecasting the way the field would explode. Jacquie Maloney served as our managing editor and demonstrated unending dedication, patience, and passion for the project coupled with meticulous attention to detail and diligent organizational skills—a combination of skills rarely seen in one individual. To Jacquie we are utterly thankful for helping us bring this project to completion. We also wish to thank the wonderful contributors to this volume, who responded to the challenges of writing these chapters with unusual promptness, enthusiasm, and thoroughness and who responded to our editorial feedback so gracefully. Reading each of their thoughtful chapters and learning about the new and exciting research and innovative programs in which they are involved in the field of mindfulness-based educational approaches was a genuine pleasure!
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Schonert-Reichl, K.A., Roeser, R.W. (2016). Mindfulness in Education: Introduction and Overview of the Handbook. In: Schonert-Reichl, K., Roeser, R. (eds) Handbook of Mindfulness in Education. Mindfulness in Behavioral Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-3506-2_1
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