Allen, C., & Allen, J. (2009). Escaping the endless adolescence: How we can help our teenagers grow up before they grow old. New York: Random House.
Beddoe, A., & Murphy, S. (2004). Does mindfulness decrease stress and foster empathy among nursing students? The Journal of Nursing Education, 43
Brefczynski-Lewis, J. A., Lutz, A., Schaefer, H. S., Levinson, D. B., & Davidson, R. J. (2007). Neural correlates of attentional expertise in long-term meditation practitioners. PNAS Proceedings of the National Academy of Sciences of the United States of America, 104
Britton, W., Bootzin, R., Cousins, J., Hasler, B., Peck, T., & Shapiro, S. (2010). The contribution of mindfulness practice to a multicomponent behavioral sleep intervention following substance abuse treatment in adolescents: a treatment-development study. Substance Abuse, 31
Broderick, T., Khalsa, S.B., Greenberg, M., Reichl, K.S., & Kabat-Zinn, W. (2010). Developing and evaluating contemplative practices for children and youth. Paper presented at the Mind and Life Summer Research Institute, Garrison, NY.
Brown, K., & Ryan, R. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84
Brown, K., Ryan, R., & Creswell, J. (2007). Mindfulness: theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211–237.
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Burke, C. (2010). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19
Carson, J., Carson, K., Gil, K., & Baucom, D. (2004). Mindfulness-based relationship enhancement. Behavior Therapy, 35
Chien, N., Howes, C., Burchinal, M., Pianta, R., Ritchie, S., Bryant, D., et al. (2010). Children’s classroom engagement and school readiness gains in pre-kindergarten. Child Development, 81
Diamond, A., & Amso, D. (2008). Contributions of neuroscience to our understanding of cognitive development. Current directions in Psychological Science, 17
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318
Dohrmann, K. R., Nishida, T. K., Gartner, A., Lipsky, D. K., & Grimm, K. J. (2007). High school outcomes for students in a public Montessori program. Journal of Research in Childhood Education, 22
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., et al. (1993). Development during adolescence: the impact of stage-environment fit on young adolescents’ experiences in schools and in families. The American Psychologist, 48
Glenberg, A. (1999). Why mental models must be embodied. In G. Rickheit & C. Habel (Eds.), Mental models in discourse processing and reasoning
(pp. 77–90). Amsterdam: Elsevier.CrossRef
Greenwood, C. R., Delquadri, J. C., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81
Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten (pp. 49–84). Baltimore: Paul H. Brookes.
Hanh, T. (1999). The miracle of mindfulness. Boston: Beacon.
Hanh, T. (2001/2009). You are here: The power of the present moment (S.C. Kohn, Trans.). Boston, MA: Shambhala.
Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and students’ learning in second-grade arithmetic. American Educational Research Journal, 30(2), 393–425.
Jain, S., Shapiro, S. L., Swanick, S., Roesch, S. C., Mills, P. J., Bell, I., et al. (2007). A randomized controlled trial of mindfulness meditation versus relaxation training: Effects on distress, positive states of mind, rumination, and distraction. Annals of Behavioral Medicine, 33
Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective & Behavioral Neuroscience, 7
Kabat-Zinn, J. (1990). Full catastrophe living. New York: Delta.
Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion Books.
Killingsworth, M. A., & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science, 330
Krasner, M., Epstein, R., Beckman, H., Suchman, A., Chapman, B., Mooney, C., et al. (2009). Association of an educational program in mindful communication with burnout, empathy, and attitudes among primary care physicians. JAMA, 302
Lewis, C. C. (1995). Educating hearts and minds. New York: Cambridge University Press.
Lillard, A. S. (2005). Montessori: the science behind the genius. New York: Oxford University Press.
Lillard, A.S. (2011). Academic year change in classic vs supplemented Montessori vs conventional preschool programs. University of Virginia.
Lillard, A. S., & Else-Quest, N. (2006). The early years: evaluating Montessori education. Science, 313
Lutz, A., Slagter, H., Rawlings, N., Francis, A., Greischar, L., & Davidson, R. (2009). Mental training enhances attentional stability: neural and behavioral evidence. The Journal of Neuroscience, 29
Mendelson, T., Greenberg, M., Dariotis, J., Gould, L., Rhoades, B., & Leaf, P. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 1–10.
Montessori, M. (1912/1965). The Montessori method. New York: Schocken.
Montessori, M. (1917/1965). Spontaneous activity in education: The advanced Montessori method (F. Simmonds, Trans.). New York: Schocken.
Montessori, M. (1932/1992). Education and peace. Oxford: Clio.
Montessori, M. (1948/1976). From childhood to adolescence. New York: Schocken.
Montessori, M. (1956). The child in the family (N.R. Cirillo, Trans.). New York: Avon.
Montessori, M. (1966). The secret of childhood (M.J. Costello, Trans.). New York: Ballantine.
Montessori, M. (1967). The absorbent mind (C.A. Claremont, Trans.). New York: Henry Holt.
Montessori, M. (1989a). The child, society, and the world: Unpublished speeches and writings (Vol. 7). Oxford: Clio.
Montessori, M. (1989b). Creative development in the child I (R.R, Trans.). Madras, India: Kalakshetra Press.
NECCR, N. I. C. H. D. (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102
Niedenthal, P. M., Barsalou, L. W., Winkielman, P., Krauth-Gruber, S., & Ric, F. (2005). Embodiment in attitudes, social perception, and emotion. Personality and Social Psychology Review, 9
Pellegrini, A., & Smith, P. (1993). School recess: implications for education and development. Review of Educational Research, 63(1), 51.
Posner, M. I., & Rothbart, M. K. (2007). Educating the human brain
. Washington, DC: American Psychological Association.CrossRef
Povell, P. (2009). Montessori comes to America. Lanham, MD: University Press of America.
Rathunde, K. R., & Csikszentmihalyi, M. (2005a). Middle school students’ motivation and quality of experience: a comparison of Montessori and traditional school environments. American Journal of Education, 111
Rathunde, K. R., & Csikszentmihalyi, M. (2005b). The social context of middle school: teachers, friends, and activities in Montessori and traditional school environments. Elementary School Journal, 106
Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Training, maturation, and genetic influcences on the development of executive attention. Proceedings of the National Academy of Science, 102
Salzberg, S. (2004). Lovingkindness. Boston: Shambhala.
Semple, R., Reid, E., & Miller, L. (2005). Treating anxiety with mindfulness: an open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy, 19
Shaefer Zener, R. (2006). The secret of childhood: Normalization and deviations. http://www.michaelolaf.net/lecture_secret.html
Sogyal, R. (1992). The Tibetan book of living and dying. San Francisco: Harper Collins.
Stevenson, H. W., Lee, S.-Y., Chen, C., & Stigler, J. W. (1990). Contexts of achievement: a study of American, Chinese, and Japanese children. Monographs of the Society for Research in Child Development, 55(1–2), 123. 221.
Stigler, J. W., Gallimore, R., & Hiebert, J. (2000). Using video surveys to compare classrooms and teaching across cultures: examples and lessons from the TIMSS video studies. Educational Psychologist, 35
Tang, Y., Ma, Y., & Posner, M. I. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences, 104
Thompson, M., & Gauntlett-Gilbert, J. (2008). Mindfulness with children and adolescents: Effective clinical application. Clinical Child Psychology and Psychiatry, 13
Tsoknyi, R., & Zajonc, A. (2010). Professions of human improvement. Paper presented at the Mind and Life Summer Research Institute, Garrison, NY.