investigate waldorf schools

http://www.dfes.gov.uk/research/data/uploadfiles/RR645.pdf

http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/24/01/a8.pdf

This paper discusses the comparative philosophical tenets and practices of Germany’s Waldorf and state schools with regard to the creativity thinking ability of students.

http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/10/b3/d4.pdf

This international survey study was the first to examine the Waldorf School movement worldwide and focused on the teaching practices, curricula, educational outcomes, and positive program features of Waldorf schools, as well as problems encountered by Waldorf staff. The role of Rudolf Steiner’s philosophy, anthroposophy, and its esoteric aspects were examined in relation to its teaching processes and its influence on students. Data were collected by means of surveys of 520 Waldorf schools in 31 countries.

http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/25/cf/66.pdf

This paper examines the educational philosophy underlying Waldorf Education, focusing on Rudolf Steiner’s concept of “vital” or etheric energy and comparing Piaget’s and Steiner’s stages of cognition.

http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/24/4d/66.pdf

Every educational theory has behind it a particular image of human beings and their development that supports a particular view of the learning process. This paper examines the image of children underlying Waldorf education. The paper identifies the individual and unique Self as the “third factor,” that together with heredity and environment, contribute to individual development. The goal of the Waldorf curriculum and teaching methods is to unlock the true potential living in each child, the true Self, which gradually awakens to its natural and human-cultural environment and its true Self and abilities.