Patricia Jennings | Academic Influence

Patricia Jennings's AcademicInfluence.com Rankings

Patricia Jennings

Education

#1350

World Rank

#1924

Historical Rank

education Degrees

Patricia Jennings

Psychology

#4288

World Rank

#4785

Historical Rank

Educational Psychology

#154

World Rank

#166

Historical Rank

Developmental Psychology

#262

World Rank

#277

Historical Rank

psychology Degrees

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Education
Psychology

Patricia Jennings's Degrees

PhD Psychology University of California, Berkeley
Masters Education Stanford University
Bachelors Sociology University of California, Berkeley

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Why Is Patricia Jennings Influential?

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According to Wikipedia, Patricia A. Jennings is a Professor of Education at the University of Virginia. Education and early career Patricia A. Jennings received a BA from Antioch College in 1977, an M.Ed. from Saint Mary's College in 1980, and a Ph.D. from the University of California Davis in 2004. Before her degrees in education and human development, Jennings also studied Buddhism at the Buddhist Naropa Institute in Boulder, Colorado, and later founded a Montessori school that taught meditation during the late 1980s.

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Patricia Jennings's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009) (2290)
Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. (2013) (429)
Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice (2012) (385)
Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. (2012) (352)
Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions (2017) (299)
Self-Transcendence: Conceptualization and Measurement (2005) (290)
Contemplative Practices and Mental Training: Prospects for American Education. (2012) (261)
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students (2015) (248)
Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of Two Pilot Studies. (2011) (229)
Promoting Stress Management and Wellbeing in Educators: Feasibility and Efficacy of a School-Based Yoga and Mindfulness Intervention (2016) (146)
Mindfulness for adolescents: a promising approach to supporting emotion regulation and preventing risky behavior. (2012) (127)
Improving Teacher Awareness and Well-Being Through CARE: a Qualitative Analysis of the Underlying Mechanisms (2016) (99)
Validation of the Mindfulness in Teaching Scale (2016) (81)
Applications of Mindfulness-Based Interventions in School Settings: an Introduction (2016) (78)
Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program (2016) (60)
Combat Exposure, Perceived Benefits of Military Service, and Wisdom in Later Life (2006) (60)
Mindfulness-Based Interventions in School Settings: An Introduction to the Special Issue (2013) (53)
Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being. (2019) (47)
Mindfulness-Based Programs and the American Public School System: Recommendations for Best Practices to Ensure Secularity (2016) (45)
Stress and Release: Case Studies of Teacher Resilience Following a Mindfulness-Based Intervention (2018) (42)
Associations between the awakening responses of salivary α-amylase and cortisol with self-report indicators of health and wellbeing among educators (2016) (37)
CARE for Teachers: A Mindfulness-Based Approach to Promoting Teachers’ Social and Emotional Competence and Well-Being (2016) (35)
Anticipatory sensitization to repeated stressors: The role of initial cortisol reactivity and meditation/emotion skills training (2015) (29)
The Effect of Teacher-Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills. (2020) (29)
Protective Effects of Interpersonal Mindfulness for Teachers’ Emotional Supportiveness in the Classroom (2018) (28)
Contemplative education and youth development. (2008) (28)
Pre-service teachers’ efficacy beliefs and emotional states (2016) (21)
Educators' emotion regulation strategies and their physiological indicators of chronic stress over 1 year (2018) (19)
Special Edition article: The protective effects of mindfulness against burnout among educators (2013) (18)
Individual-Level Interventions: Mindfulness-Based Approaches to Reducing Stress and Improving Performance Among Teachers (2017) (17)
The Influence of Mindfulness and Emotion Skills Training on Teachers' Classrooms: The Effects of the Cultivating Emotional Balance Training. (2011) (15)
Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being (2020) (14)
Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program. (2014) (13)
Contemplative neuroscience, self-awareness, and education. (2019) (12)
An exploration of normative social and emotional skill growth trajectories during adolescence (2019) (11)
The Relationship Between Adopting Mindfulness Practice and Reperceiving: a Qualitative Investigation of CARE for Teachers (2019) (10)
With Awareness Comes Competency: The Five Awarenesses of Teaching as a Framework for Understanding Teacher Social-Emotional Competency and Well-being (2020) (10)
Comprehensive systems of support: Where do we go from here? (2019) (9)
Exploring Relationships Between CARE Program Fidelity, Quality, Participant Responsiveness, and Uptake of Mindful Practices (2018) (9)
Cultivating Awareness and Resilience in Education (2019) (8)
Cost Analysis of Ingredients for Successful Implementation of a Mindfulness-Based Professional Development Program for Teachers (2019) (7)
Improving Teacher Awareness and Well-Being Through CARE: a Qualitative Analysis of the Underlying Mechanisms (2015) (7)
Latent Variable Interactions With Ordered-Categorical Indicators: Comparisons of Unconstrained Product Indicator and Latent Moderated Structural Equations Approaches (2019) (6)
Mindfulness and Caring in Professional Practice: an Interdisciplinary Review of Qualitative Research (2019) (6)
Exploring the Performance of Latent Moderated Structural Equations Approach for Ordered-Categorical Items (2020) (5)
Mindfulness and Mentoring Satisfaction of College Women Mentoring Youth: Implications for Training (2016) (5)
Teaching in a Trauma-Sensitive Classroom: What Educators Can Do to Support Students. (2019) (5)
Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program (2015) (5)
Coding Semistructured Interviews: Examining Coaching Calls within the CARE for Teachers Program (2017) (3)
Promoting Stress Management and Wellbeing in Educators: Feasibility and Efficacy of a School-Based Yoga and Mindfulness Intervention (2015) (3)
A Daily Dose of CALM: Supporting Middle School Educators' Wellbeing and Classroom Functioning through a Brief Stress Reduction Intervention. (2014) (2)
Mindfulness Promotes Educators' Efficacy in the Classroom. (2014) (2)
Teachers as Prosocial Leaders Promoting Social and Emotional Learning (2021) (2)
Promoting the Ethics of Care in a Mindfulness-Based Program for Teachers (2017) (2)
Validation of the Mindfulness in Teaching Scale (2015) (1)
Minding the Gap: Attending to Implementation Science and Practice in School-Based Mindfulness Program Research (2023) (1)
The Effects of a Relationship-Focused Professional Development Intervention on Infant and Toddler Teachers’ Mindfulness-Based Strategies for Coping (2022) (1)
Implementation barriers and facilitators of a mindfulness‐based social emotional learning program and the role of relational trust: A qualitative study (2022) (1)
The effectiveness of mindfulness-based stress reduction (MBSR) on educator stress and well-being (2013) (1)
Adult Self-Transcendence Inventory (2012) (1)
Applications of Mindfulness-Based Interventions in School Settings: an Introduction (2015) (0)
Special Issue: Early Care and Education Professionals’ Social and Emotional Well-Being (2018) (0)
Kirke Olson: The Invisible Classroom: Relationships, Neuroscience and Mindfulness in School. W. W. Norton, New York, 2014, 232 pp (2016) (0)
Mindfulness-Based Programs and the American Public School System: Recommendations for Best Practices to Ensure Secularity (2015) (0)
Kirke Olson: The Invisible Classroom: Relationships, Neuroscience and Mindfulness in School. W. W. Norton, New York, 2014, 232 pp (2015) (0)
Mindfulness and Mentoring Satisfaction of College Women Mentoring Youth: Implications for Training (2016) (0)
Normative Aging Study Combat Exposure, Perceived Benefits of Military Service, and Wisdom in Later Life: Findings From the (2009) (0)
Mindfulness in Teaching Scale (2016) (0)
MindfulnessTrainingandTeachers'Professional Development:AnEmergingAreaofResearchand Practice (2012) (0)
Title: Mindfulness promotes educators' efficacy in the classroom. Authors and Affiliations: (2014) (0)
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students (2014) (0)
Stress Intensity and Exhaustion Among Infant and Toddler Teachers: Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use (2022) (0)
Protective Effects of Interpersonal Mindfulness for Teachers’ Emotional Supportiveness in the Classroom (2018) (0)
Exploring Relationships Between CARE Program Fidelity, Quality, Participant Responsiveness, and Uptake of Mindful Practices (2018) (0)
Transforming Empathy-Based Stress to Compassion: Skillful Means to Preventing Teacher Burnout (2023) (0)
Cost Analysis of Ingredients for Successful Implementation of a Mindfulness-Based Professional Development Program for Teachers (2018) (0)
Cultivating Awareness and Resilience in Education Daily Session Rating Forms (2020) (0)

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Patricia Jennings is affiliated with the following schools: