Growing a Waldorf-Inspired Approach in a Public School District

Autor/inn/en	Friedlaender, Diane; Beckham, Kyle; Zheng, Xinhua; Darling-Hammond, Linda
Institution	Stanford Center for Opportunity Policy in Education (SCOPE)
Titel	Growing a Waldorf-Inspired Approach in a Public School District
Quelle	(2015), (139 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Educational Philosophy; Educational History; Educational Research; Program Implementation; Developmentally Appropriate Practices; Child Development; Teaching Methods; Parent Participation; Sense of Community; Outcomes of Education; Educational Policy; Teacher Qualifications; Mixed Methods Research; Interviews; Focus Groups; Elementary Secondary Education; Administrator Attitudes; Teacher Attitudes; Parent Attitudes; Nontraditional Education; Educational Practices; California (Sacramento) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Bildungsphilosophie; Erziehungsphilosophie; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Entwicklungsbezogene Bildung; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Lehrqualifikation; Interviewing; Interviewtechnik; Lehrerverhalten; Elternverhalten; Non-traditional education; Alternative Erziehung; Bildungspraxis
Abstract	This report documents the practices and outcomes of Alice Birney, a public K-8 Waldorf-Inspired School in Sacramento City Unified School District (SCUSD). This study highlights how such a school addresses students' academic, social, emotional, physical, and creative development. Birney students outperform similar students in SCUSD on several behavioral and academic measures. The study also examines how a district supports alternative models of education while working to ensure equitable access to a high quality education for all its students. This study provides an opportunity to learn from alternative approaches to schooling to help surface deeply embedded, often unchallenged, assumptions about public education and expand our understanding of the purpose of education and the practices that support the development of the whole child and deep student learning in public schools. This mixed methods study was conducted over the 2013-14 and 2014-15 school years. Researchers interviewed nearly 40 educators, students and parents, and engaged in almost 40 observations of classrooms, out-of-classroom activities, school events, and teacher trainings. Quantitative research included an examination of multiple years of student record data from SCUSD including: (1) student demographic data; (2) student standardized test scores; (3) student attendance and behavioral data; and (4) graduation data. Quantitative analysis of student record data as well as qualitative analysis of interviews with Birney graduates, reveals that Birney successfully supports students' development. In particular, Birney produces greater gains for its low-income and African American and Latino students than for its school population as a whole. The following are appended: (1) Data Sources and Methodology; (2) Main Lesson Examples from Second and Sixth Grade; (3) Sample Lesson Planning Template; and (4) The Expansion of Waldorf-Inspired Schools in SCUSD. [For the research brief, "Practices of Waldorf-Inspired Schools. Research Brief," see ED574646.] (ERIC).
Anmerkungen	Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01