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Dissertations / Theses on the topic 'Steiner school'

Author: Grafiati

Published: 11 December 2022

Last updated: 25 July 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Scharl, Simone Cornelia [Verfasser], and Axel [Akademischer Betreuer] Steiger. "Die Effekte von Schlaf auf die physiologische Reizverarbeitung und die emotionale Gedächtnisbildung : eine simultane hautwiderstands- und hochaufgelöste elektroenzephalographische Studie / Simone Cornelia Scharl. Betreuer: Axel Steiger." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2015. http://d-nb.info/1076243088/34.

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12

Carneiro, Suzana Filizola Brasiliense. "A articulação entre escola e comunidade do entorno em um projeto de literatura marginal: um olhar fenomenológico." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/15981.

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Made available in DSpace on 2016-04-28T20:56:22Z (GMT). No. of bitstreams: 1 Suzana Filizola Brasiliense Carneiro.pdf: 2806980 bytes, checksum: 10ae7f5ff887c1aab9cbe9365b7a8cdc (MD5) Previous issue date: 2011-05-13<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>This work has aimed to understand the unfolding of the phenomenon of school-local community articulation during the development of a marginal literature project, coordinated by local community youth (collectives), involving middle-school students at the school. Edith Stein s views of the person, community, an

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13

Mowday, Glennis A. "Steiner education in Australia : maintaining an educational theory given the necessity of practice : Glenaeon Rudolf Steiner School, Sydney, 1957-2000." Thesis, 2004. http://hdl.handle.net/2123/1744.

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14

Maeder, Gerda. "Parents' reasons in the Hunter area for choosing a Montessori school, Steiner school or home schooling for the early schooling of their children." Thesis, 1995. http://hdl.handle.net/1959.13/1312520.

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Masters Research - Master of Education (MEd)<br>This is a report of a small study concerned with parental choice of non-mainstream schooling. The study focussed on mothers in Newcastle, whose children, under eight years of age, are registered as Home schoolers, or enrolled either in a Montessori or a Rudolf Steiner pre-school. The intention was to investigate in an essentially qualitative way, parents reasons' for choosing one of these types of private schooling for the early schooling of their children. Results show that three types of schooling are partly chosen because of the particular alt

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15

Klímová, Šárka. "Pedagogika Rudolfa Steinera v českém školství." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-332392.

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The topic of this thesis is the pedagogy of Rudolf Steiner in the Czech educational system. The theoretical part is divided into three sections. The first chapter is dedicated to the founder of waldorf education Rudolf Steiner, it deals with his life, work and his legacy to the Czech pedagogical environment. The second chapter describes the free school of Rudolf Steiner, its origin, specifications and evolution of Steiner's education. The last chapter of the theoretical part is focused on Steiner's pedagogy in the Czech education system and studies application of the Steiner's pedagogy at each

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16

Liu, Jia-Yu, and 劉家妤. "A study of Rudolf Steiner''s thoughts on Aesthetic Education and its Application-mainly focus on primary and secondary school education(7 to14 years old)." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/92189746536967108941.

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碩士<br>中興大學<br>教師專業發展研究所<br>99<br>” Intellectual education” has played a vital role for a long time, since the historical background of pressure environment and credentialism always focuses teaching knowledge, which leads to an examination-oriented education system. In such conditions, the soul and the feeling filed of learning are ignored and people’s life gradually lost the sense of beauty. To improve this deficiency, many educational scholars advocated the “aesthetic education” and indicated that the cultivation of students’ personality could enhance the quality of their spiritual life.

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17

Boněk, Jan. "Idea autonomie školy a její pojetí ve waldorfské škole." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356044.

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This diploma thesis presents monographic study that deals with the autonomy of schools in the context of the idea of the Waldorf School and philosophical convictions of its founder Rudolf Steiner. The content itself brings a particular identification, analysis and description of the basic principles of Steiner's ideas of Social Threefolding. For better grip and insights into this topic in the introductory chapters with the concept of autonomy as the general context, and given directly to the school autonomy. Further insight on school administration and local government and various school syste

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18

Franko, Radek. "Místo waldorfské pedagogiky v současném českém školství." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340852.

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This diploma thesis deals with Waldorf pedagogy. It is divided into five chapters. The first two map the circumstances of Waldorf education and life-shaping the mind constructs its founder Rudolf Steiner. The remaining three chapters answer questions regarding: Waldorf teaching specifics, personality profile Waldorf teachers and planting Czech Waldorf pedagogy in contemporary Czech education stream. Key words anthroposophy, Czech education, Rudolf Steiner, Waldorf school teacher, Waldorf pedagogy, Waldorf teaching

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19

Sladkovská, Alena. "Novomediální vzdělávání na středních waldorfských školách." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-309373.

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The thesis deals with the history and the present of waldorf schools founded by Rudolf Steiner. Also describes media literacy with an emphasis on new media. It covers the way how the new media education is embedded in the Czech educational system. As a particular example served curriculum of the school subject Information and communication technology of the waldorf secondary school in Prague. The thesis also describes the way of media education in Germany. In the second part of this thesis can be found an evaluation of the questionnaire made in secondary waldorf schools in Prague and Semily wh

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20

Mazzone, Alduino. "Waldorf teacher education: the implications for teacher education of Rudolf Steiner's educational philosophy and its practice in Waldorf schools." Thesis, 1999. http://hdl.handle.net/2440/37875.

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Abstract:

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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21

Tremblay, Stéphanie. "Les écoles privées à projet religieux ou spirituel : analyse de trois «communautés» éducatives : juive, musulmane et Steiner : à Montréal." Thèse, 2013. http://hdl.handle.net/1866/10102.

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La légitimité des écoles privées fondées sur un projet religieux ou spirituel fait l’objet de débats épineux tant au Québec qu’ailleurs, depuis plusieurs années (chapitre 1). À la différence des nombreux travaux normatifs déjà produits sur ces questions, cette thèse propose une contribution empirique sur la réalité de certaines de ces écoles à Montréal. Notre objectif général consiste donc à comprendre comment la dimension religieuse ou spirituelle d'écoles privées de groupes ou courants minoritaires (juives, musulmanes, Steiner) se traduit dans les discours et pratiques de l'école. La mise en

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22

Kellerová, Alena. "Výuka angličtiny ve školách waldorfského typu." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329298.

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This diploma thesis deals with the methodology of ELT in Waldorf lower secondary schools. The theoretical part focuses on the historical background and the philosophical premises of Waldorf pedagogy, as well as a general outline of this alternative educational approach. The subsequent chapters are dedicated to the anthroposophical concept of language and the Waldorf methodology of teaching both native and foreign languages. The goal of the practical part is to examine the distinctive features of ELT in this type of schools. The research study is based on the evaluation of the data obtained wit

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23

LISOVÁ, Daniela. "Technologie vzdělávání v podmínkách Waldorfské školy." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-49059.

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The work deals with education technology in the specific environment of Waldorf school with an emphasis on pedagogical traits of this school type. The theoretical part includes the explanation of the term {\clq}qeducational technology``, the brief characteristics of alternative schooling, its rise and development. The main accent is put on the Waldorf pedagogy, its recourses, contents, aims, specifics and history in the Czech Republic and Waldorf education worldwide. The practical part includes records from inspections of Waldorf classes and then a comparison of theory and praxis. Then this wo

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