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1	The Experiences of School Counselors Who Integrate Yoga into a Comprehensive School Counseling Program: A Phenomenological Approach Taylor, Julia V. 01 January 2016 (has links) The purpose of this phenomenological qualitative study was to explore the experiences of school counselors who implement yoga into a comprehensive school counseling program. Over the past decade, yoga has gained popularity as a prevention and intervention tool in public school settings. Prior to this study, the role of the school counselor in this process has not been explored. This study investigated the lived experiences of 10 school counselors who integrate yoga into a comprehensive school counseling program. Through data analysis, five significant themes and subsequent subthemes emerged: 1) intentionality (personal experiences with yoga impacts professional intentions, yoga intentionally tied with comprehensive school counseling goal); 2) yoga integration (organic commonalities between school counseling and yoga, methods of yoga delivery, overlap of yoga philosophies and ASCA Mindsets & Behaviors standards); 3) logistics of yoga integration (accessibility of yoga, managing yoga myths and stereotypes, program supports); 4) perception of yoga impact, (overall impact on school, impact on student, examples of students taking yoga “off the mat”); and 5) impact of yoga integration on school counselor (yoga as a self-care strategy, yoga is a meaningful aspect of school counselor role). Findings from this study suggest that yoga is a viable and valuable tool to include in a comprehensive school counseling program. Moreover, as the yoga in schools movement continues to grow, school counselors should be regarded as essential stakeholders in the development, implementation, and evaluation process. Results from this study provide a foundation for future research concerning school counselors and yoga. school counseling yoga contemplative practices school counselor counselor education yoga in schools
2	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998
3	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998

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