Flook, Lisa

Implications for educational practice of the science of learning and development

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020) · Applied Developmental Science

Early Childhood Education and DevelopmentNeuroscience, Education and Cognitive Function

Cited by 2,733

Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy

Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013) · Mind, Brain, and Education

Mindfulness and Compassion InterventionsStress and Burnout Research

Cited by 682

Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum.

Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015) · Developmental Psychology

Early Childhood Education and DevelopmentMindfulness and Compassion Interventions

Cited by 560

Educating teachers to enact the science of learning and development

Darling-Hammond, L., Schachner, A. C. W., Wojcikiewicz, S. K., & Flook, L. (2024) · Applied Developmental Science

Teacher Education and Leadership StudiesEarly Childhood Education and Development

Cited by 117

Mindfulness and attention deficit hyperactivity disorder

Smalley, S. L., Loo, S. K., Hale, T. S., Shrestha, A., McGough, J., Flook, L., & Reise, S. (2009) · Journal of Clinical Psychology

Attention Deficit Hyperactivity DisorderMindfulness and Compassion Interventions

Cited by 114

Does practice quality mediate the relationship between practice time and outcome in mindfulness-based stress reduction?

Goldberg, S. B., Knoeppel, C., Davidson, R. J., & Flook, L. (2020) · Journal of Counseling Psychology

Mindfulness and Compassion InterventionsPsychotherapy Techniques and Applications

Cited by 73