2026-10-15T21:03:10Z https://data.mendeley.com/oai

oai:data.mendeley.com/93cp6hntfx.2 2022-10-04T12:59:49Z

Barr, Shiri Godeano-Barr et al. DCI dataset Mendeley Data We examined the effects of a mindfulness-informed conflict transformation intervention (“Mind the Conflict” – MtC) on the approach of teachers and students towards engaging with classroom discussions on controversial issues (DCIs), and on students’ experience in such discussions. Specifically, we examined 3 constructs: Mindfulness in Conflict (manipulation check, only teachers); Motivation to engage in DCIs (including willingness, self-capacity, attribution of importance for dealing with controversial issues and sense of legitimacy (the latter – only for teachers); and Conduct/Behaviour of teachers and students during such discussions. Teachers and students from four schools were randomized into an experimental and active control conditions and completed pre- and post-intervention self-report questionnaires. Interventions included teachers’ training and engagement in two classroom DCIs. After each discussion, students completed a short questionnaire about their experience during the DCI. Teacher Assessment Student Attitude Student Behavior Classroom Discourse Analysis Reifen Tagar, Michal Tarrasch, Ricardo levit-binnun, nava Dataset doi:10.17632/93cp6hntfx.2 oai:data.mendeley.com/93cp6hntfx.2 Creative Commons Attribution 4.0 International http://creativecommons.org/licenses/by/4.0 https://data.mendeley.com/datasets/93cp6hntfx 2022-10-04T12:59:49Z