The intersections of forest schooling and a public school: an intrinsic case study of a Vermont kindergarten

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.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Art Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2016

Author dc:creator

• Bradshaw, Melanie Marie

• Forest School
• Sociocultural Theory
• Art Education
• School Readiness
• Public Schooling
• Alternative Education

Statement dc:rights

• Copyright 2015 Melanie Bradshaw

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/89021

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/89021