The intersections of forest schooling and a public school: an intrinsic case study of a Vermont kindergarten
Bradshaw, Melanie Marie
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https://hdl.handle.net/2142/89021
Description
Title
The intersections of forest schooling and a public school: an intrinsic case study of a Vermont kindergarten
Author(s)
Bradshaw, Melanie Marie
Issue Date
2015-12-07
Department of Study
Art & Design
Discipline
Art Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
Forest School
Sociocultural Theory
Art Education
School Readiness
Public Schooling
Alternative Education
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.
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