STEM Education & Teacher Development
Liberal Arts 398C
|1988||University of Massachusetts Amherst||B.A. in English|
|1999||University of Virginia||M.A. in English and American Studies|
|2003||University of Virginia||Ph.D. in English Education|
- Literacies - Critical, Multi-modal, and digital
- Bridging Theory to Practice
- Mindfulness in Education
- Pedagogy and Practice
- Grant from Mind and Life Institute: The Impact of Mindfulness Meditation Training on Social Integration and Well-Being in First-Semester College Students. PI: Dr. Aminda O’Hare, Psychology Department. CO- PIs: Dr. Maureen P. Hall; Dr. Brian Ayotte, Psychology Department, Dr. Elizabeth Lehr, English Department. Agency: Mind and Life 1440 Award. Period: September 2016- May 2017. Requested: $15,000.00. Status: Funded. Submitted, February 8, 2016. Awarded: May 5, 2016.
Hall, M.P., Jones, L.F., & O’Hare, A. (2017). Internal ways of knowing: a case for contemplative practices in preservice teacher education. In Byrnes, K., Dalton, J, & Dorman, E.H. (Eds.), Opening to practice: Contemplative practices, pedagogy, and research in education. (pp. 8-24).Lanham, MD: Rowman & Littlefield Education Division.
Hall, M.P., & O’Hare, A.(2016). ‘Wide-awakeness’ in the classroom: the power of mindfulness attention training for in-service teachers in a graduate educational research course. In R. Collister, D. Buley & J. Buley (Eds.), The art of noticing deeply: Commentaries on teaching, learning and mindfulness. (pp. 11-22). Newcastle, UK: Cambridge Scholars Publishing.
Hall, M.P., O’Hare, A., Santavicca, N. & Jones, L.F. (2015). The power of deep reading and mindful literacy: an innovative approach in contemporary education. Innovacion Educativa, 15(67). 49-61.