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Studies of Waldorf education : ウィキペディア英語版
Studies of Waldorf education
(詳細はWaldorf education. In 2005, British educational researchers Philip Woods, Martin Ashley and Glenys Woods evaluated Steiner-Waldorf schools for the United Kingdom's Department for Education and Skills. As part of their study, the authors evaluated the state of research as of 2005 and said
:"The research studies reviewed give a cumulative sense of a positive relationship between Steiner schools and learning, achievement and pupils' development of academic, creative, social and other capabilities important in the holistic growth of the person. The research evidence has to be interpreted with caution, however. Studies are often small scale and conducted in different cultural and national contexts that may affect the confidence with which findings can be generalized to other settings. Overall, there is a lack of rigorous research on the impact of Steiner school education on learning and achievement and little research which systematically compares Steiner and mainstream schools."
==2012 US Study==
A 2012 study compared the reading and math standardized test scores obtained in public Waldorf schools in the United States with scores for their districts as a whole, as well as scores in matched comparison schools. Public Waldorf school scores were lower than those of regular public schools in earlier grades (second and third), but higher in seventh and eighth grade. The authors suggested that "the Waldorf experience provided a slower academic build-up resulting in poorer test scores in the lower grades followed by higher levels of advanced performance in the 8th grade." The authors concluded that a content analysis of parents' comments about the schools supports the impression that public Waldorf schools offer a more holistic approach to education, "with greater emphasis on the arts, community and developmentally appropriate practice."

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