Waldorf education in an inner-city public school |
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| Authors: | Ray McDermott Mary E Henry Cynthia Dillard Paul Byers Freda easton Ida Oberman Bruce Uhrmacher |
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| Institution: | (1) Teacher Education Program, Stanford University, Stanford, USA;(2) Department of Educational Leadership and Counseling Psychology, Washington State University, Washington, USA;(3) Ohio State University, Ohio, USA;(4) Teachers College, Columbia University, Columbia, USA;(5) Teachers College, Columbia University, Columbia, USA;(6) Pew Forum on Education Reform, Stanford University, Stanford, USA;(7) University of Denver, Denver, USA;(8) Department of Educatonal Leadership and Counseling Psychology, Washington State University, 99164-2136 Pullman, WA |
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| Abstract: | In 1991, the first public Waldorf school was opened in the inner city of Milwaukee. Based on a week of observations by the
authors, this article reports the significant achievements of the school. In classrooms, we observed mostly whole-class lessons
well structured around the natural rhythms of body movement, language, and social interaction; most of the children were constantly
engaged with the curriculum. Misbehavior was handled directly and lovingly. The children performed remarkably well on standardized
tests. Faculty discussions on the nature of Waldorf education and its use in a racially charged and poor neighborhood were
both heated and productive. |
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