Herrenkohl, LeslieHollar, Ann Lynn2012-09-132012-09-132012-09-132012Hollar_washington_0250O_10436.pdfhttp://hdl.handle.net/1773/20835Thesis (Master's)--University of Washington, 2012This 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.application/pdfen-USCopyright is held by the individual authors.Education; Executive Functions; Mindfulness; NeuroscienceEducational psychologyEducation - SeattleThesis