Self published in book form. ISBN 1-59196-346-x
The study for this book was undertaken for a doctoral thesis. This book investigates the notion of the adult learning community in the context of Steiner Education in Australia through a comprehensive case study of the community associated with one particular school - the Mt. Barker Waldorf School for Rudolf Steiner Education. Theories of adult, lifelong and transformative learning are compared with the practice of the school community as a framework for discussing the extent to which such a context encourages and facilitates lifelong learning for adults, particularly parents. Available in N. America from Rudolf Steiner College Bookstore or directly from the Australian publisher.
Download the dissertation: Establishing Successful and Healthy Teacher and Parent Relationships In Waldorf Schools
Spring 2002 - Antioch Graduate School, New Hampshire
The purpose of this study was to explore both Waldorf and non-Waldorf research on current practices used to support the parent teacher relationship and then adapt it for use within the unique organization of the Waldorf School. I explored structures that could be used in the Waldorf School to facilitate teachers and parents embracing and appreciating each other in true collaboration within a supportive learning environment. I looked at current communication practices and organizational systems used to support parents in a Waldorf and non-Waldorf School. In my analysis I noted a discrepancy between the desired expectations of parents and current practice in schools.
I have shown the need for Waldorf teachers to reflect on their attitudes toward parents as well as review the administrative and organizational practices that impact parents in our Waldorf Schools. My research indicates that the Waldorf teacher is instrumental in creating a fully enrolled, collaborative Waldorf School with committed parents. In order for this to happen Waldorf teachers, in their pivotal role, need to embrace the parents in their community. By sincerely involving our parents we will be ensuring a strong foundation for the children in our care and the healthy future of our Waldorf Schools. From my analysis of the research, field notes, school sampling and interviews I have also compiled a source book that will help support teachers in the Waldorf School toward this goal.
Download the dissertation: Waldorf Teacher Education
Institution: Adelaide University, 1999
This study is a critical analysis of Waldorf teacher education in Australia. Beginning with an exposition of the central tenets of Rudolf Steiner's philosophy and educational theory, and his lectures to teachers, the author identifies what he sees as the requirements and characteristics of an ideal Waldorf teacher education program. The study next investigates the development of Waldorf teacher education provision in Australia, and surveys a wide cross-section of teachers and teacher educators in Australian Waldorf schools, to ascertain the type of preparation they received or have contributed to, and elicit their views as to its strengths and weaknesses. These findings are then critically analysed, making comparisons with Waldorf teacher education programs in other countries. The feasibility and implications of including a Waldorf course in a main-stream teacher education Faculty in Australian universities are discussed, in relation to current prevailing government policies regarding schooling and the values and emphases which these impose upon state university courses. The study concludes with proposals for change and improvement in Waldorf teacher education provision in Australia to make Waldorf teachers better prepared to educate Australian children for the 21st century, still in keeping with the essential values of Steiner education.
Master's thesis, Rhodes University, Grahamstown.
Published in book form by Novalis Press, Cape Town, South Africa, 1995
Out of print