Relevant bibliographies by topics / Steiner school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Steiner school'

Author: Grafiati
Published: 11 December 2022
Last updated: 25 July 2025

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Journal articles on the topic "Steiner school"

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Suggate, Sebastian, and Tamara Suggate. "Steiner-Waldorf today." Early Years Educator 21, no. 6 (2019): 39–44. http://dx.doi.org/10.12968/eyed.2019.21.6.38.

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Since the opening of Steiner-Waldorf's first school 100 years ago, there are now more than 1,000 schools and 2,000 kindergartens in more than 64 countries. In this book extract, authors Sebastian and Tamara Suggate outline key aspects of its practice today.
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Song, juSeung. "The study of Characteristics of music education in Waldorf education institutions." Korean Society of Music Education Technology 30 (January 16, 2017): 1–13. http://dx.doi.org/10.30832/jems.2017.30.1.

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The purpose of this thesis is to help understand about the Waldorf school was established based on the educational philosophy of Rudolf Steiner also reviewed the Rudolf Steiner`s educational theory and characteristics of music education at the Waldorf school. The Music education at the Waldorf school is not for the to make performers or musicians. Rudolf Steiner that believed music education is a tool for human education and that can teach all subjects connected with music. Rudolf Steiner`s Philosophy of education gives us the direction the school should change.
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Kerckhoven, Gilbert Van. "An Aboriginal Christmas Celebration." Australian Journal of Indigenous Education 27, no. 1 (1999): 28–34. http://dx.doi.org/10.1017/s1326011100001514.

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The Golden Hill Steiner School in Denmark, West Australia, is a small “alternative” school and part of the world wide Steiner/Waldorf school movement. In 1998 this young school had 56 students from kindergarten to class 6. Because of the small numbers, primary classes are combined (for 1998 this was a class 1/2, class 3/4 and class 5/6).
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Rivers, Ian, and Alison Soutter. "Bullying and the Steiner School Ethos." School Psychology International 17, no. 4 (1996): 359–77. http://dx.doi.org/10.1177/0143034396174005.

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Gray Atha, Marisa. "Reflections: Valborg Werbeck-Svärdström’s Uncovering the Voice." Journal of Singing 79, no. 1 (2022): 95–103. http://dx.doi.org/10.53830/hjvo2228.

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Born in Gäyle, Sweden, in 1879, Valborg Werbeck-Svärdström studied and performed opera before moving to Germany, where she met Rudolph Steiner, proponent of anthroposophy and founder of Waldorf education. Through her own internal work, and her ongoing collaboration with Steiner, Werbeck came to an understanding of the voice that inspired her to found Schule der Stimmenthüllung (School for Uncovering the Voice), the first anthroposophical singing school, in 1924. She published Uncovering the Voice: The Cleansing Power of Song in 1938. The School for Uncovering the Voice still continues today wo
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Uceda, Patricia Quiroga. "Waldorf Teacher Education: Historical origins, its current situation as a higher education training course and the case of Spain." Encounters in Theory and History of Education 16 (November 23, 2015): 129–45. http://dx.doi.org/10.24908/eoe-ese-rse.v16i0.5711.

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Waldorf schools base their pedagogical practice on the ideas of Rudolf Steiner (1861-1925), namely on the esoteric philosophy of anthroposophy he founded in 1913. This paper discusses how Waldorf school teachers are trained. The paper starts by analyzing the first training course Steiner taught for the teachers at the Freie Waldorfschule, the first Waldorf School, founded in Stuttgart in 1919. It then goes on to examine the structure and theoretical underpinnings of Waldorf teacher training today. Finally, it looks at the specific case of the “Training Course in Waldorf Pedagogy and Humanistic
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Oberski, Iddo. "Learning to Think in Steiner-Waldorf Schools." Journal of Cognitive Education and Psychology 5, no. 3 (2006): 336–49. http://dx.doi.org/10.1891/194589506787382431.

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The Steiner-Waldorf schools are well known for offering a curriculum infused with creative activities and for introducing cognitive education at a later stage compared to most other schools. There are 893 Steiner-Waldorf schools worldwide, including 29 in the UK (England 23, Scotland 4, N-Ireland 1, Wales 1), 121 in the USA, and 16 in Canada (Bund der Freien Waldorfschulen, 2005). Whereas there has been a growing concern with the teaching of thinking and thinking skills from the start of primary school, the curriculum in Waldorf schools is based on the development of the imagination through cr
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Nicolson, M., J. Fleming, and I. Spencer. "Hyaline Membrane and Neonatal Radiology -Ian Donald's First Venture into Imaging Research." Scottish Medical Journal 50, no. 1 (2005): 35–37. http://dx.doi.org/10.1177/003693300505000115.

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While he was working at the Royal Postgraduate Medical School, Ian Donald (later Regius Professor of Midwifery, University of Glasgow and a pioneer of diagnostic ultrasound) collaborated with Albert Claireaux and Robert Steiner on histological and radiological studies of hyaline membrane disease. In 1953, Donald and Steiner published the first radiological study of a series of cases. The success of this research stimulated Donald's interest in imaging technologies.
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FLOISTRUP, H., J. SWARTZ, A. BERGSTROM, et al. "Allergic disease and sensitization in Steiner school children." Journal of Allergy and Clinical Immunology 117, no. 1 (2006): 59–66. http://dx.doi.org/10.1016/j.jaci.2005.09.039.

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Chen, Yongcheng. "A Review of George Steiner’s Translation Theory." International Journal of Education and Humanities 9, no. 2 (2023): 191–93. http://dx.doi.org/10.54097/ijeh.v9i2.9930.

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George Steiner is a representative of the hermeneutic School of translation theorists. His monograph on language and translation theory After Babel, published in 1975, is a breakthrough milestone in the history of translation. Focusing on the theories of "translation is understanding" and The Hermeneutic Motion put forward by George Steiner in After Babel, this paper explains Steiner's main translation thoughts, discusses the detailed essence of The Hermeneutic Motion, and makes a critical analysis on this basis.
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Dissertations / Theses on the topic "Steiner school"

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Moller, Virginia. "Leading Practices of Steiner School Principals: A Reflective Practice Perspective." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/22139.

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The study is located in a Steiner and broader educational context. There has been a shift towards a principal leadership model in Steiner school settings that have been required to meet the contemporary realities of increased regulatory and compliance-driven demands. This is at odds with non-hierarchical Steiner organisational models, which reflect the educational and social renewal ideals of Steiner’s world view. Steiner school principals are caught in the crossfire of this ideological divide. Through an autoethnographic inquiry using the theory of practice architectures as a framing and an
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Mowday, Glennis A. Steiner Rudolf. "Steiner education in Australia : maintaining an educational theory given the necessity of practice : Glenaeon Rudolf Steiner School, Sydney, 1957-2000 /." Glenaeon Rudolf Steiner School website, 2004. http://www.glenaeon.nsw.edu.au.

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Kraftl, P. "Constructing and unsettling utopia : the Hundertwasser-Hans, Vienna, and Nant-y-Cwm Steiner School, Pembrokeshire." Thesis, Swansea University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.637823.

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The thesis draws on a range of theoretical and methodological approaches to interrogate some of the ways in which the idea of ‘utopia’ is relevant to contemporary socio-spatial practices. It does this in two, inter-linked ways. Firstly, the notion of utopia is re-theorised following a re-reading of utopian literature through certain ‘non-representational’ and post-structural theories (performativity, Actor Network Theory). Secondly, the thesis explores the complex relationship between architecture and utopia. I promote a number of new ways in which studies of architecture and utopia can be rel
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Eterman, Linda Ann Ledbetter. "An approach to music education based on the indications of Rudolf Steiner : implications for grades 1-3." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29681.

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This study provides an introduction to Rudolf Steiner's ideas on music and music education and describes how these ideas have been adapted and applied in Grades One through Three in North American Waldorf Schools. Included in the study are: Steiner's basic philosophical concepts relating to music and music education; Steiner's rationale for aesthetic and music education; a description of the Waldorf approach to music teaching; results of a questionnaire sent to twenty-three Waldorf Schools in North America; a comparison of Steiner's key ideas on music education with those of Orff, Kodaly, and
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Rawson, Martyn. "Learning to become a subject : a hermeneutic phenomenological study of students in a Waldorf (Steiner) school in Germany." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/10756.

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The central aim of Steiner pedagogy include enabling young people to develop as persons, to become socially responsible subjects capable of contributing constructively to society (Steiner (1985)) and the curriculum used in Waldorf (Steiner) schools is designed to support this process (Richter, 2016). This study focuses on the first of these aims, which I refer to as learning to become a subject, drawing on Biesta’s notion of subjectification. This inquiry seeks to understand how a group of a dozen nineteen-year-old students in a Waldorf school in Germany actually experience this. The study is
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Frödén, Sara. "I föränderliga och slutna rosa rum : en etnografisk studie av kön, ålder och andlighet i en svensk waldorfförskola." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-22217.

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The aim of this study is to generate new knowledge of the educationalpractice of a pre-school and of how it may contribute to the understandingof doing gender. The ethnographic study examines the place and practiceof a Steiner Waldorf pre-school, and it focuses specifically on materiality,age, spirituality and the intentions of the pre-school teachers. Fieldworkhas been conducted for a period of one and a half years in one pre-school.The methods used are mainly participant observation and interviews withthe pre-school teachers. The results highlight the importance of the materialand spatial di
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Judd, Mariane, and n/a. "The efficacy of a reading recovery program or an extra lesson program in comparison to no intervention for children having difficulty reading in their second year at school." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060803.131535.

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The purpose of the study was to investigate the efficacy of a 'Reading Recovery' or an 'Extra Lesson' program in comparison to no intervention for children having difficulty reading in their second year at school. 'Reading Recovery' is an intervention program developed by Marie Clay to assist children who are showing signs of having difficulty learning to read after the first year at school. 'Reading Recovery' uses a whole language approach. The assumption is that given a second chance in a 1:1 structured learning environment, with a trained Reading Recovery teacher, the child will learn to re
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Pearce, J. L. "An examination of spiritual education in Steiner Schools." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1553925/.

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Steiner schools constitute the fastest growing alternative education movement in the world. There is good reason to think that some of their spiritual education practices might be compatible with the aims of spiritual education in common schools. Yet we know little about them. I begin this thesis by establishing the importance and relevance of finding out more about Steiner schools, particularly in terms of understandings and practices in relation to spiritual education within these schools. I go on to suggest spiritual education is an area in which common schools “could do better”. I define s
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Mazzone, Alduino. "Waldorf teacher education : the implications for teacher education of Rudolf Steiner's educational philosophy and its practice in Waldorf schools /." Title page, abstract and contents only, 1999. http://hdl.handle.net/2440/37875.

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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
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Rose, Sarah Elizabeth. "Development of drawing ability and the attitudes and practices towards children's drawings in Steiner and National Curriculum schools." Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/2013/.

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Among educationalists there is some uncertainty about how best to teach children drawing skills and among psychologists there is uncertainty about how different approaches might influence children's drawing development. In the National Curriculum children are taught both expressive and representational drawing ability, but there is concern that the arts are being 'squeezed out' in favour of more 'academic' subjects. In contrast, children in Steiner schools experience less directive instruction in drawing, but experience an education where the arts and creativity are highly valued. However, lit
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Books on the topic "Steiner school"

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1954-, Barton Matthew, ed. An introduction to Steiner education: The Waldorf school. Sophia Books, 2004.

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Steiner, Rudolf. From the history and contents of the first section of the Esoteric School: Letters, documents, and lectures. Anthroposophic Press, 1998.

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Selg, Peter. Rudolf Steiner and the School for Spiritual Science: The foundation of the "first class". SteinerBooks, 2012.

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Steiner, Rudolf. Rudolf Steiner in the Waldorf School: Lectures and addresses to children, parents, and teachers, 1919-1924. Anthroposophic Press, 1996.

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Meyer, Claudia. Musikdidaktik bei Maria Montessori und Rudolf Steiner: Darstellung und Vergleich vor dem Hintergrund der anthropologisch-pädagogischen Konzeptionen. Mensch & Buch, 2000.

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Thomson, John. A holistic approach: Steiner / Waldorf education. Scottish CCC, 1996.

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Edmunds, Francis. Rudolf Steiner education, the Waldorf schools. Rudolf Steiner Press, 1987.

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Fritz, Weitmann, ed. Drawing and painting in Rudolf Steiner schools. Hawthorn, 1994.

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Stehlik, Thomas. Waldorf Schools and the History of Steiner Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31631-0.

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Tremblay, Stéphanie. Les écoles juives, musulmanes et Steiner: Pluralité des voies éducatives. Presses de l'Université du Québec, 2014.

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Book chapters on the topic "Steiner school"

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Moller, Virginia. "Leading for Love, Life, Wisdom, and Voice in Steiner Schools: Constraints and Conditions of Possibility." In Living Well in a World Worth Living in for All. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-7985-9_5.

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AbstractThis chapter interweaves two stories: the first is the story of Steiner education as one important voice in keeping focus on what matters in education and its transformative promise through the core pedagogical values of love, life, wisdom, and voice. The second story is based on the author’s autoethnographical research on leading practices of Steiner school principals over a period of major change and crisis in a Steiner school’s life. This research included the use of the theory of practice architectures to uncover unsustainable contradictions in the way we work in Steiner schools wh
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Moller, Virginia. "Leading practices of Steiner school principals: a reflective practice perspective." In Decentring Leadership. Routledge, 2023. http://dx.doi.org/10.4324/9781003456919-4.

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Sobo, Elisa J. "Biopedagogy and school-based social reform via Waldorf (Steiner) Education." In Experiments in Worldly Ethnography. Routledge, 2024. http://dx.doi.org/10.4324/9781003273035-2.

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Stehlik, Thomas. "The World in 1919: The Context for the Founding of the First Waldorf School." In Waldorf Schools and the History of Steiner Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31631-0_1.

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Stehlik, Thomas. "Steiner Education: The Curriculum, Pedagogy and Methodology." In Waldorf Schools and the History of Steiner Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31631-0_3.

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Stehlik, Thomas. "Steiner Education: The Growth of a Worldwide Movement." In Waldorf Schools and the History of Steiner Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31631-0_4.

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Ashley, Martin. "Education for Freedom: The Goal of Steiner/Waldorf Schools." In Alternative Education for the 21st Century. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230618367_12.

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Stehlik, Thomas. "Educational Theories, Principles and Applications." In Waldorf Schools and the History of Steiner Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31631-0_2.

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Stehlik, Thomas. "A Review of the Literature on Steiner Education and Waldorf Schools." In Waldorf Schools and the History of Steiner Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31631-0_5.

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Stehlik, Thomas. "What Makes Waldorf Education Different?" In Waldorf Schools and the History of Steiner Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31631-0_6.

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Conference papers on the topic "Steiner school"

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Hartati, Tatat, and Nuri Annisa. "The Effectiveness of Steinberg Early Reading Programme on the Ability of Reading at Primary School in Primary School." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007040803430348.

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Ramadhani, Rini, Isda Pramuniati, and Aman Simare mare. "Development of Interactive Media to Support the Steinberg Method to Improve Indonesian Creative Thinking Skills in Kuala Baru Laut Elementary School Students for the 2021/2022 Academic Year." In Proceedings of the 4th International Conference on Science and Technology Applications, ICoSTA 2022, 1-2 November 2022, Medan, North Sumatera Province, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.1-11-2022.2326206.

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Reports on the topic "Steiner school"

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Nieuwenhuys-Ruiz, Victoria, Renata Martínez-Bustamante, María de los Ángeles Cueli-Naranjo, and Martiño Rodríguez-González. ¿Los programas escolares de prevención de la depresión realmente ayudan a los jóvenes? Servicio de Publicaciones de la Universidad de Navarra, 2024. http://dx.doi.org/10.15581/029.00025.

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El objetivo de este estudio era comprender cómo los programas escolares de prevención de la depresión podrían influir en los resultados de la salud mental y el bienestar de los jóvenes. Instituto Cultura y Sociedad (ICS), Universidad de Navarra, ha traducido y adaptado el documento de HEDCO Institute "Day, E., Golfen, J., Shimmel, L., Schweer-Collins, M., Grant, S., Trevino, S., Steinka-Fry, K., Tanner-Smith, E., (2023). Do school-based depression prevention programs support youth? HEDCO Institute for Evidence-Based Educational Practice, University of Oregon. (Recuperado de https://hedcoinstit
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Nevøy, Anne, Lars Helle, Christina Finne, et al. Innovasjoner i Jærskulen: lærerprofesjon i reformtid. University of Stavanger, 2016. http://dx.doi.org/10.31265/usps.211.

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I boken Professional Capital – Transforming Teaching in Every School sier Hargraves og Fullan: “Sustainable improvement can […] never be done to or even for teachers. It can only ever be achieved by and with them (2012:45). Dette sitatet fra Hargraves og Fullan angir forskningsinnretningen i dette utviklingsprosjektet. Formålet er å studere hvordan lærere involveres, engasjeres og lærer i innovasjoner i Jærskulen. Forskningsinteressen er sentrert om utviklingsaktiviteter som er satt i verk og hvordan disse relateres til lærernes profesjonsutvikling. Basert på innspill fra utviklingsleder i Jær
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Morriss, Matthew C. Interim Geologic Map of the Vernal NE Quadrangle, Uintah County, Utah. Utah Geological Survey, 2024. http://dx.doi.org/10.34191/ofr-762.

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The Vernal NE 7.5' quadrangle is located at the northern boundary of the Colorado Plateau physiographic province, within the Uinta Basin sub-province (Fenneman and Johnson, 1946). The Middle Rocky Mountains, in Fenneman and Johnson’s (1946) classification, is located east and north of the quadrangle. The quadrangle includes Ashley Valley, centered on Ashley Creek, which drains the southern flank of the Uinta Mountains. The western part of the quadrangle is defined by the northwest-southeast-trending Asphalt Ridge and the west-dipping slope along the flank of the ridge. The northeastern part of
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Kuhnt, Matthias, Tilman Reitz, and Patrick Wöhrle. Arbeiten unter dem Wissenschaftszeitvertragsgesetz : Eine Evaluation von Befristungsrecht und -realität an deutschen Universitäten. Technische Universität Dresden, 2022. http://dx.doi.org/10.25368/2022.132.

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Wissenschaftlich Beschäftigte ohne Professur sind vielerorts nicht gut gestellt. In Deutschland kommen zwei Besonderheiten hinzu: Der Anteil befristet beschäftigter Wissenschaftler*innen liegt hier deutlich höher als in anderen Hochschulsystemen, und ihre Stellung wird seit dem Jahr 2007 durch ein eigenes Sonderbefristungsrecht festgeschrieben – das Wissenschaftszeitvertragsgesetz. Das Gesetz wurde nach seiner Einführung evaluiert und u. a. angesichts der Ergebnisse 2016 novelliert; eine weitere Evaluierung ist gesetzlich vorgesehen und für dieses Jahr angekündigt. Die Debatte zur Lage befrist
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Kuhnt, Mathias, Tilman Reitz, and Patrick Wöhrle. Arbeiten unter dem Wissenschaftszeitvertragsgesetz : Eine Evaluation von Befristungsrecht und -realität an deutschen Universitäten. Technische Universität Dresden, 2022. http://dx.doi.org/10.25368/2022.366.

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Wissenschaftlich Beschäftigte ohne Professur sind vielerorts nicht gut gestellt. In Deutschland kommen zwei Besonderheiten hinzu: Der Anteil befristet beschäftigter Wissenschaftler*innen liegt hier deutlich höher als in anderen Hochschulsystemen, und ihre Stellung wird seit dem Jahr 2007 durch ein eigenes Sonderbefristungsrecht festgeschrieben – das Wissenschaftszeitvertragsgesetz. Das Gesetz wurde nach seiner Einführung evaluiert und u. a. angesichts der Ergebnisse 2016 novelliert; eine weitere Evaluierung ist gesetzlich vorgesehen und für dieses Jahr angekündigt. Die Debatte zur Lage befrist
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