{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/89021"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/89021","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The intersections of forest schooling and a public school: an intrinsic case study of a Vermont kindergarten","abstract":"The purpose of this study was to understand how and why one public kindergarten classroom in Vermont is using forest schooling as part of its curriculum. The school was purposefully selected for its unique methods – a public school classroom in the United States spending one full day a week outdoors engaged in forest schooling. Research was conducted using a qualitative, case study approach. Observations and interviews illuminated how this classroom incorporated alternative schooling practices into the context of a public elementary school and gave insight into the program’s significance. Though generalizations cannot be made from one case, my goal was to provide a rich description of the program to allow readers to develop naturalistic generalizations. The subsequent thematic analysis of data helped me capture meaning that wove through the text and allowed for a deeper understanding of how and why the program exists. I found that the classroom uses forest schooling to explore intersections between rigorous academic standards and developmentally appropriate activities, as well as technology and nature to work toward a more student-centered and holistic approach to education.","abstract_html":"The purpose of this study was to understand how and why one public kindergarten classroom in Vermont is using forest schooling as part of its curriculum. The school was purposefully selected for its unique methods – a public school classroom in the United States spending one full day a week outdoors engaged in forest schooling. Research was conducted using a qualitative, case study approach. Observations and interviews illuminated how this classroom incorporated alternative schooling practices into the context of a public elementary school and gave insight into the program’s significance. Though generalizations cannot be made from one case, my goal was to provide a rich description of the program to allow readers to develop naturalistic generalizations. The subsequent thematic analysis of data helped me capture meaning that wove through the text and allowed for a deeper understanding of how and why the program exists. I found that the classroom uses forest schooling to explore intersections between rigorous academic standards and developmentally appropriate activities, as well as technology and nature to work toward a more student-centered and holistic approach to education.","abstract_has_math":false,"creators":["Bradshaw, Melanie Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Art Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-03-02T19:34:01Z","date_published":"2016-03-02T19:34:01Z","updated_at":"2026-07-22T22:26:32Z","subjects":["Forest School","Sociocultural Theory","Art Education","School Readiness","Public Schooling","Alternative Education"],"languages":["en"],"rights":["Copyright 2015 Melanie Bradshaw"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/89021","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Bradshaw, Melanie Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-03-02T19:34:01Z","2015-12-07","2015-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Art Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Forest School","Sociocultural Theory","Art Education","School Readiness","Public Schooling","Alternative Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Melanie Bradshaw"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/89021"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to understand how and why one public kindergarten classroom in Vermont is using forest schooling as part of its curriculum. 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