Show simple item record

dc.contributor.advisorHerrenkohl, Leslieen_US
dc.contributor.authorHollar, Ann Lynnen_US
dc.date.accessioned2012-09-13T17:37:17Z
dc.date.available2012-09-13T17:37:17Z
dc.date.issued2012-09-13
dc.date.submitted2012en_US
dc.identifier.otherHollar_washington_0250O_10436.pdfen_US
dc.identifier.urihttp://hdl.handle.net/1773/20835
dc.descriptionThesis (Master's)--University of Washington, 2012en_US
dc.description.abstractThis thesis makes an argument for mindfulness, not as a therapeutic tool, but as a practice that can be taught in elementary classrooms through specific curricula to help students to focus attention, self-regulate behaviors, and calm emotions - crucial factors for achieving academic and social success in school and in life. Many current papers have linked meditative practices with cognitive outcomes yet none have established a model that maps the mechanics of mindfulness meditation to executive functions and describes how mindfulness can create long-term changes in students' neurodevelopment.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.rightsCopyright is held by the individual authors.en_US
dc.subjectEducation; Executive Functions; Mindfulness; Neuroscienceen_US
dc.subject.otherEducational psychologyen_US
dc.subject.otherEducation - Seattleen_US
dc.titleMindfulness in Education: The Intersection of Buddhism and Neuroscienceen_US
dc.typeThesisen_US
dc.embargo.termsNo embargoen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record