The Urban Review

, Volume 28, Issue 2, pp 119–140

Waldorf education in an inner-city public school

Authors

  • Ray McDermott
    • Teacher Education ProgramStanford University
  • Mary E. Henry
    • Department of Educational Leadership and Counseling PsychologyWashington State University
  • Cynthia Dillard
    • Ohio State University
  • Paul Byers
    • Teachers CollegeColumbia University
  • Freda easton
    • Teachers CollegeColumbia University
  • Ida Oberman
    • Pew Forum on Education ReformStanford University
  • Bruce Uhrmacher
    • University of Denver
Article

DOI: 10.1007/BF02354381

Cite this article as:
McDermott, R., Henry, M.E., Dillard, C. et al. Urban Rev (1996) 28: 119. doi:10.1007/BF02354381

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.

Copyright information

© Human Sciences Press, Inc. 1996