This study investigates the relationship between the practice of Kundalini yoga and the development of interpersonal and intrapersonal awareness in Middle Years students. Secondary aims were to provide reflection time for students in their school day and to find out whether the participants were better able to cope with stress. A qualitative method was applied. Two consent forms were sent to the participants’ parents. One granted permission to participate in the yoga sessions, the other requested permission to use the students’ journals as data. There were 16 yoga sessions over three weeks. After each session, the participants and the instructor/researcher wrote reflective journal entries. Twenty-nine students participated in the yoga sessions, but only 15 student journals were used for data collection. Results included growth in interpersonal and intrapersonal awareness, growth in physical flexibility and awareness, and a desire to have relaxation during the regular school day.

This thesis is a phenomenological, qualitative study of student resistance and seeks to contribute to an understanding of the relationship between community, communication, and resistance by exploring the social contexts that provide meaning to the resistant behaviours of six graduates of an independent Christian school. In doing so, this thesis takes a transactional perspective of resistance – a perspective that recognises students as having multiple and shifting identities, and schools as being complex, social settings which contextualises student resistant behaviours. Integral to this perspective is a communicative potential of resistance that can be used as a means of signalling, generating, and building dialogue among the various groups of people who make up the school community. This study suggest that school need to go beyond seeing resistance as purely an expression of political statements or an engagement in power struggles and consider how resistance can be a potential communicative act. Specifically, resistance signals a need for reflection and dialogue on the ways in which the ideals of that community are both intended and experienced.

The problem under investigation in this mixed-methods study is the relationship between a morning physical activity intervention and subsequent student engagement in academic activities in an elementary school. The physical activity intervention was a fifteen minute period of hall walking and gym running for the entire school population at 9:05 a.m. The study participants included four randomly selected students in each of seven classrooms. Teachers and an educational assistant observed and recorded the students' levels of engagement at the same time period for eight consecutive school days without the morning physical activity followed by ten days with the physical activity. Interviews were also conducted with the teacher and educational assistant to provide more detailed information from their observations. Quantitative data analysis using a one-tailed paired t-test resulted in a finding of statistical significance. Qualitative data analysis also demonstrated increases in observed engaged behaviours after the activity condition. The merged data suggested that morning physical activity may result in increased engagement in subsequent academic activities.

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The aim of this study is to assess the pre-registration preparation of nurses as a means for producing women and men capable of doing new things, not simply repeating what other generations had done. The issues which are examined are:-(1) The purposes of nurse education (11) The extant forms of knowledge (111) The nature of teacher/student relationships in the process of learning. The study was carried out in three stages:- (1) Analysis of the literature from 1947 to 1963 by abstracting and utilising grounded theory approaches to identify the essential issues.(11) Opinion survey of student nurses utilising content and structural analysis of the audio-taped recordings of interviews to develop a theory of nurse education in the 1980's,(ill) Experimental testing of one operational hypothesis describing the effect of teacher behaviours on the student nurse’s clinical decision making. It is concluded that the pre-registration preparation of nurses is not an educational experience on the grounds that the extant forms of knowledge and the prevalent teacher/student relationships are inconsistent with the production of a critical, reflective and self-reliant practitioner. Because of this, the recommendations of UKCC Project 2000 must be carefully planned and closely monitored if the problems of the theory/practice gap are to be minimised rather than exacerbated.

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