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ALTERNATIVE EDUCATION
FOR STUDENTS AT
VERGENNES UNION HIGH SCHOOL
Matt Schlein, M.A., M.S.W.
Jonathan Parke
April 8, 2002
The Walden Project
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CONTENTS
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Vergennes Union High School
Monkton Road, Vergennes, VT 05491
© Willowell Foundation, Inc.
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CONTENTS
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STATEMENT OF RELATIONSHIP
TO
WILLOWELL FOUNDATION, INC.
Production of this document was made possible through the generous
support of the Willowell Foundation Inc.(Willowell), a non-profit 501<c>(3)
located in Addison County, Vermont. Willowell is committed to the support
of local, state, national, and international initiatives that show a unique
intersection with the arts, education, and the environment.
Because of the Walden Project’s unique commitment to this interlocking
triad, Willowell provides supplemental funding and serves as an umbrella for
public and private grants.
The Walden Project is run through the Addison Northwest Supervisory
Union and is proud of its connection to the public school system and the
people of the Vergennes area.
For more information regarding Willowell, write:
The Willowell Foundation, Inc.
564 Wild Apple Road
New Haven, VT 05472
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CONTENTS
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TABLE OF CONTENTS
Introduction ……………………………………………………………………..
4
Mission Statement & Goals …………..………………………………………..
6
Objectives ……………………………………………………………………….
7
Admissions & Guidance:
Student Profile …………………………………………………………..
8
Guidance Services ………………………………………………………
9
Parent / Guardian Involvement …………………………………………
9
Teacher / Parent / Guardian Conferences ………………………………
10
Admissions Statement ………………………………………..…………
10
Admissions Application …………………………………………………
11
Transfer / Withdrawal …..…………………………………………….…
13
Curriculum: Discipline Based Overview
(Linked to Vermont Standards)
Sequence & Scope ……….…………………………..…
14
CCV/Walden Partnership …………………..……………
14
Professional Internship / Apprenticeships
…………………
15
Arts, Language & Literature ……………………………..…
16
Social Sciences …………………………………………
18
Science ………………………………………….…………
19
Mathematics ………………………………….………………
20
Physical Education ……………………………………..
21
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CONTENTS
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Curriculum: Course & Activity Specific Requirements & Electives
At-a-glance:
Required Courses ………………………..……………………….…
22
Elective Classes ………………………….………………………..…
22
Required Activities …………..…………….…………………….…
23
Elective Activities …………..………………………………………
24
Descriptions:
Required Courses …………..……………………………………..…
25
Elective Classes …………..…………….……………….………..…
27
Required Activities …………..……………………….……………..
31
Elective Activities …………..……………………………………..…
36
Assessment:
Overview ………………………...…………………………………..…
38
General Requirements for All Submitted Work …………..……………
39
Weekly & Monthly Requirements …………..….………………………
40
Portfolio Requirements …………..……………………….…………..…
41
Personal Learning Plans …………..………………………..…………….
45
Multiple Intelligences (as conceived by Howard Gardner) ………...…..
53
Final Presentations …………..……………………………….………….
67
Policies & Procedures:
Affirmative Action Policy …………..………………………..………….
68
Section 504 of the Rehabilitation Act of 1973 …………..…….………..
68
Unlawful Harassment …………..………………………………………...
68
Tobacco Use …………..……………………………..…………………..
69
Drug & Alcohol Abuse …………..………………………..…………….
70
Student Searches …………..……………………………..……………...
71
Rules & Expectations …………..……………………………………….
72
Suspension …………..……………………………..……..……………..
74
Policies & Procedures: continued:
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CONTENTS
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Parent / Guardian Concerns Procedure …………..……….……………
74
Permissions Slips …………..……………………………………………
75
Travel …………..……………………...………………………………...
75
Student Transportation …………..………………………..……………..
75
Elevator …………..……………………..……………………………...
76
Visitors ………….…………….………..………………………………
76
Books, Equipment & Financial Responsibility ……....…………………
77
Attendance:
Daily Attendance …………..………………………..…………………..
78
Medical Excuses …………..………………………..…………………..
79
School Cuts ……………..………………………..…….………………..
80
Late Arrivals …………..……………………….………………………...
80
Daily Business:
Weather & Emergency School Closing ………...…….…………………
81
Clothing & Equipment …………..………………………..…………….
81
High School & Walden Project Calendars ………….……………….….
82
Daily Schedule ……….………………..… 
Appendix:
Map to: Kingsland Bay State Park & Vergennes Union High School ….
Staff Biographies
86
……………………..… 
Bibliography: Working ………………………..… 
Bibliography: Additional Influential Texts
Newspaper Articles
…………………………..……………………..… 144
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INTRODUCTION
There is an old Indian story of seven blind men who are asked to describe an
elephant. Their responses all vary according to their experiences. The first blind
man, who touched the elephant’s trunk, describes the elephant, “like a snake.” The
second blind man, who touched the elephant’s leg describes the elephant, “like a tree
trunk.” And so on. Each is convinced that they are right, based upon the part of the
elephant’s anatomy that they have touched. They remain angry and isolated in their
self-righteous indignation until a passerby tells them that they are all right and
manages to integrate the pieces of their individual experiences.
This story has struck us as being directly applicable to the world of high school
students. Like the blind men in the story, many teachers offer their view of the world
through the lens of their academic discipline. The student, like the passerby, is asked
to distill this information and create a cohesive picture of the world. While it is
undoubtedly true that many students have achieved success with this model, it is also
clear that this model does not work for everyone. Creating a sense of one’s place in
the world, through education, is a highly individualized affair. To that end, it is
important that we offer students a variety of ways to wrestle with the important
questions of learning, where there is a natural thematic connection linking the fields
of study. There is a historical precedence for this type of interdisciplinary education.
On the following pages, you will read about The Walden Project, which is a
model based upon this idea. As you will note, each academic discipline is discussed
and its relationship to the Vermont Framework of Standards is detailed. It is
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INTRODUCTION
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important, however, to note that the program itself is designed so these distinctions
are blurred. While students will undoubtedly gain the skills in each academic
discipline, these skills will be developed as part of a broader mode of inquiry.
The program is inspired by the writings of the great American philosopher
Henry David Thoreau. Thoreau went into the woods to “live deliberately.” During
his sojourn there, he meditated upon his life and the relationship between himself and
his society. While he did not spend his entire life in the woods, this period was
important for him in articulating his own writing and philosophy, which has inspired
millions of others, including Mahatma Gandhi, Leo Tolstoy, and Martin Luther King
Jr. It also furthered his own attempts to reconcile the notions of self-sufficiency and
social responsibility.
We will be asking students to look closely at the present day world and to
discover how they can be contributors from a developed sense of social,
environmental, and personal awareness. To help the students understand a
community perspective, a broad cross-section of scientists, writers, artists, business
people, trades people, and other community members will supplement their personal
course of study.
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HENRY DAVID THOREAU
MISSION STATEMENT
This program is offered to any high school student who is interested in an
integrated approach to education. This interdisciplinary project will seek to present
links across and within the traditional curriculum of Science, English, Math, and
History. Students will ask critical questions and engage in problem solving that
utilizes verbal/linguistic, logical/mathematical, visual/spatial, body/kinesthetic,
musical/rhythmic, interpersonal and intrapersonal styles of learning (see page 53 for
overview and descriptions). Additionally, students will be asked to be active
members of their community, both within the alternative program and the communityat-large. This involvement is intended to cultivate positive relationships to their
selves, their social milieu, and their physical environment.
GOALS
To engage students in the process of learning and to help them embrace this
involvement as a rewarding and life long experience.
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OBJECTIVES
(Tied to the Vermont Framework of Standards)
1. Students will develop a broad range of reasoning and problem solving
skills.
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Students will ask meaningful questions.
Students will choose effective means for problem solving.
Students will think abstractly and creatively.
Students will approach problem solving with an open mind, healthy
skepticism, and persistence.
2. Students will engage in personal development.
Students will learn how to make healthy choices.
Students will make informed decisions.
Students will develop satisfying relationships with others.
Students will develop the skills necessary to participate in the
workplace.
• Students will develop a sense of unique worth and personal
competence.
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3. Students will develop effective communication skills.
• Students will understand how to critically look at a variety of
materials.
• Students will learn to express themselves with power and purpose.
4. Students will develop a strong sense of civic and social responsibility.
• Students will learn by serving others and will participate in the
democratic process.
• Students will understand continuity and change.
• Students will respect and value human diversity as part of a multicultural society and world.
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ADMISSIONS & GUIDANCE
STUDENT PROFILE
A common question we often hear is what is a typical Walden student? The
answer, as might be expected, is that there is no such thing as a typical Walden
student. One of the guiding principles behind the Walden Project is the value in
diversity in creating a full sense of both one’s self and one’s community. As a result,
the application process for Walden seeks to bring together diverse elements within the
school community. Some Walden students may have experienced trouble within a
mainstream academic setting and look to Walden to serve their needs in a more
individualized manner. Other students who have excelled in school will use their
Walden experience as an opportunity to work on project that they might not otherwise
pursue. Additionally, others choose Walden to be immersed in a humanities based
intensive experience. Whatever the student’s goals and motivation in coming to
Walden, all members of the Walden community are seen as being equally important
and find that they develop a broader humanistic sense through their experience. One
of the joys of working in the Walden Project is watching the manner in which students
from diverse sub-groups find value in working with people that they would not have
met otherwise due to the traditional barriers that are a by-product of a mainstream
academic setting
While Walden is open to all students at Vergennes Union High School, it is
recommended that they do not apply to be part of Walden before their sophomore year.
Students may choose to be involved in Walden for up to three years.
For students who are interested in going to college, Walden provides the
opportunity to get college credit while still in high school. Moreover, the intensive
humanities based experience gained in Walden is looked upon favorably by most
colleges and universities. It is recommended that students who are anticipating a
career in math and sciences secure their basic requirements in a mainstream setting and
choose the multiple year Walden option only after making sure that their lab
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ADMISSIONS & GUIDANCE
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STUDENT PROFILE:
continued:
requirements can be met. For the student who is anticipating a career in the liberal
arts, this need not be a concern.
For students who are uncertain about college or know that they are interested in
securing employment immediately after graduation, Walden will provide important life
skills and experience. Additionally, the emphasis on thoughtful discourse will help
these students develop a strong understanding of major social currents and will give
them the tools to negotiate their culture while learning how to be constructive leaders
within their community. Repeating Walden for several years for these students is
welcomed if the instructors, students, parents, and guidance feel that the individual’s
needs will be advanced accordingly.
GUIDANCE SERVICES
Walden will work closely with the Guidance department to ascertain what
credits are needed for an individual to graduate and/or make them eligible for college.
Parents/guardians/students will receive a form during the first teacher/parent/guardian
conference indicating credit status.
PARENT / GUARDIAN INVOLVEMENT
Parents/Guardians are encouraged to be involved in the Walden Project as
much as their children and schedule allow. The perspectives and contributions by the
adult members of the community are seen as essential to helping the students see the
relationship between the discourse within Walden and the world around them.
Regular communication with the parents/guardians will be maintained through
newsletters, conferences, letters, phone calls, and student reports. Parents/guardians
are encouraged to contact the Walden staff with any questions, concerns, or
comments, as close communication leads to an empowered educational experience for
all involved. A packet will be sent home before the start of the school year to supply
parents/guardians with all relevant information including, calendars, proposed trips,
and phone numbers of involved families.
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ADMISSIONS & GUIDANCE
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TEACHER / PARENT / GUARDIAN CONFERENCES
The highly individualized nature of Walden necessitates close communication
between the parents/guardians, students, and staff at Walden. To that end, there will
be three formal conferences scheduled during the year where all can meet to discuss
the goals, expectations, concerns, growth, and progress of the student. These
conferences will take place before the school year, during the end of the first
semester, and at the end of the academic year. During this time, students will create
an informal contract which will set an educational agenda that they will strive to meet.
In addition to these formal meetings, additional conferences may be scheduled by the
Walden staff, the student, or the parents/guardians to discuss any questions or
concerns related to the students involvement in Walden.
ADMISSIONS STATEMENT
The Walden Project is committed to having its student body reflect the
demographics of the community. To that end, students with diverse abilities and
strengths are asked to apply. The primary criteria for acceptance into the Walden
Project are a sincere interest in the opportunities contained within this model of
education and a sense of how this model will serve the goals of the student. While
interviews are not an expected part of the admissions process, they are encouraged as
a means to get the staff and the student acquainted with one another and assess how
Walden might serve the individual’s goal.
A committee that includes mainstream teachers, guidance personnel, Walden
staff, special educators, and the Principal makes decisions regarding acceptance into
Walden. This group will look at a variety of factors including academic achievement,
past performance, quality of application, motivation, and ability to work in a selfdirected environment. Traditionally, there are more students interested in Walden
then there are spaces available in the program. Students who are not accepted into
Walden are encouraged to apply in subsequent years.
Once accepted into Walden, students may stay involved for multiple years.
The student decision to repeat, however, must be approved by the Walden staff,
guidance, and parents/guardians. However, it may be deemed that the student’s
professional and academic aspirations would be best served in the mainstream.
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ADMISSIONS & GUIDANCE
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ADMISSIONS APPLICATION:
PAGE 1
Sample Copy: Obtain Original at the Guidance Office
This program is offered to all students (regardless of academic standing) at
Vergennes Union High School who are interested in an applied interdisciplinary
approach to education. Student’s will be expected to be active participants, both
within the program and the community-at-large. Applicants should understand that
while the program incorporates non-traditional approaches to learning all students will
be expected to meet or exceed the standards as outlined in Vermont’s Framework of
Standards.
Please fill out the form below and answer the questions on the following page.
You may use additional sheets of paper. While responses may be either handwritten
or typed, legibility is a must. There are no “right” answers. Please be sure to put your
name on every piece of paper as well as any other submission.
All completed applications should be submitted to the Guidance Department.
Any questions regarding the application should be directed to Matt Schlein. All
decisions regarding acceptance will be based on a committee decision. Regrettably,
space in the program is limited, not all viable candidates can be admitted.
( except for signatures, please print clearly on the form below )
NAME:
TA:
DATE:
DOB:
AGE:
PARENT NAME:
ADDRESS:
TELEPHONE:
E-MAIL:
PARENT NAME:
ADDRESS:
TELEPHONE:
E-MAIL:
STUDENT SIGNATURE:
PARENT SIGNATURE:
PARENT SIGNATURE:
ADMISSIONS APPLICATION:
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PAGE 2
GENDER:
ADMISSIONS & GUIDANCE
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On a separate piece of paper please answer the following questions:
1) What about the Walden Project appeals to you?
2) What strengths do you feel you will bring to the group?
3) What do you hope to learn/accomplish while being involved in the Walden
Project?
4) Please submit some creative piece of your own that reflects your view of the
world. (written, visual, auditory, or any other medium of your choice)
5) Other relevant information you would like to share.
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ADMISSIONS & GUIDANCE
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TRANSFER / WITHDRAWAL
FROM
WALDEN
Because of the way that Walden intersects with the VUHS schedule, students
may transfer out of Walden without a loss of credit within the first two weeks of the
start of each semester, as long as they have parental approval. Availability of courses
in the high school will naturally be limited once the semester begins. However,
guidance will work to assist the student in generating a schedule that is both
appropriate and challenging.
After the start of the semester, students may transfer out of Walden, if there are
compelling behavioral or academic concerns that cannot be dealt with within the
confines of Walden. Because of the logistical difficulties connected with this transfer,
students are urged to transfer only after having met with the Walden instructors,
parents/guardians, and relevant parties. Partial credit may be awarded based upon
work completed. The Walden instructors, however, are responsible for this judgment.
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CURRICULUM:
DISCIPLINE BASED OVERVIEW
(LINKED TO VERMONT STANDARDS)
SEQUENCE & SCOPE
The program will meet from 8:05 to 2:47 and will mirror the Addison
Northwest Supervisory Union calendar. Students will engage in a diverse range of
activities that are linked to Vermont Standards.
The curriculum is inspired by the writings of the great American philosopher
and thinker Henry David Thoreau and the tradition of social discourse and selfreliance that he advocated. To that end, students will be engaged in a number of
different projects.
COMMUNITY COLLEGE
OF
VERMONT / WALDEN PARTNERSHIP
The shared goals of learning as a life long endeavor and education as an
affordable and accessible experience provides a natural link between the Walden
Project and Community College of Vermont. This partnership allows for students who
are participating in the Walden Project to earn community college credit through
courses at the community college. This course of study at Community College of
Vermont will allow students, who have not considered college as an option, an
opportunity to understand the personal value of higher education and to realize its
viability. For the student who is already planning to go to college, this will give them
an opportunity to become more familiar with the rigors of an undergraduate
education.
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CURRICULUM: OVERVIEW
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PROFESSIONAL INTERNSHIP / APPRENTICESHIPS
All students will be required to have an internship with a local
artisan/craftsperson. They will work with this individual for one day a week, with an
eye to gain a professional skill that they will be able to translate, should they so
choose, into employment upon the completion of the program. Students will
determine their apprenticeships based upon their own individual goals and interests.
Staff at the Walden Project will work in conjunction with the School-to-Work
program in the Addison Northwest Supervisory Union to secure the proper internship
and to advise students on a range of important job related issues, including résumé
writing, interviewing, punctuality, work ethic, respect for people and things, cover
letters, and other relevant skills.
Traditional apprenticeships thus far have included work in diverse fields,
including organic gardening, auto mechanics, writing, teaching, art, carpentry, social
activism, music, and audio/visual technology. There are no programmatic constraints
on these apprenticeships, as long as they provide the students with some skills that
promote a clear sense of how their efforts fit within the context of society as a whole.
Second and third year Walden students may choose to devote more than one
day a week to their apprenticeships if it is deemed that this will serve their
professional and academic aspirations. Students will be encouraged to find parallels
and connections between their field of study and their apprenticeships.
Basic requirements & Support:
° Students will be required to maintain weekly attendance log with on-site
instructor/leader. Less than 75% attendance will result in course failure.
° Students will be required to keep an apprenticeship journal that at minimum
keeps track of who/what/where/when and a paragraph of commentary.
° Students will be required to give a well organized oral presentation of their
experience at least once per semester.
° Site instructor/leader will keep a rubric based assessment which student is
responsible for handing in to Walden Staff.
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CURRICULUM: OVERVIEW
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ARTS, LANGUAGE & LITERATURE
To create critical thinkers who can engage a broad range of intelligences, as
outlined in Gardner’s Theory of Multiple Intelligences, is a central goal of the Walden
Project. Therefore, students will be challenged to develop their competency through a
variety of different techniques/activities.
1. Journals: All students will be required to keep a daily journal, recording their
reflections, observations, and life experiences. Aside from the value of selfreflection, this will create an intimacy with written expression and prove a
resource for their own formal writings.
2. Written Publication: All students will work on the production of their own
publication that will include both written and graphic pieces. This will serve as
an important foil to the self-reflective writing of the journal, and will help them
to develop their own voice that they can share with the community. This activity
will also allow the students to have an experiential understanding of writing as a
process, as they consider the technical elements of written structure, editing, and
revising.
3. Philosophy/Literature Groups: All students will meet on a daily basis with staff
from the Walden Project to read a range of ideas expressed by thinkers including
Thoreau, Emerson, Plato, Kant, Dewey, Heidegger, Wilber, Niebuhr, Hegel, and
other Eastern and Western philosophers. They will also consider a range of
literary works which cover a diverse scope of cultural orientation points.
Students will develop a strong foundation for looking at the literary and artistic
underpinnings of any given work. They will also be asked to lead discussions on
authors of their choice. Genres explored will include poetry, short story, drama,
novels, and essays.
4. Independent Reading: Students will be required to read independently a range of
works of fiction and non-fiction and intelligently discuss the seminal elements of
story with the staff. Weekly progress will be monitored with an eye to
encourage and develop each student’s own intellectual curiosities and interests.
5. Public Speaking: The Walden Project is designed to foster a sense of individual
voice. As a result, students will be required to participate in a range of exercises
that require them to intelligently voice their opinion. Students will be asked to
present to the group-at-large a synopsis of their weekly work and justify their
efforts accordingly. They will also participate in deciding the weekly
experiential activities of the school.
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CURRICULUM: OVERVIEW
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ARTS, LANGUAGE & LITERATURE:
continued:
6. Cultural Events: Students will go to a variety of local art shows, including the
matinees at the Royall Tyler Theater, The Fleming Museum, and other venues
for the arts and humanities.
LINKED TO VERMONT STANDARDS: 5.1-5.15, 5.22-5.27
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CURRICULUM: OVERVIEW
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SOCIAL SCIENCES
Students will meet formally on a bi-weekly basis. The purpose of these
meetings will be to create a conscious and shared sense of community. All decisions
with regards to policy and rules will be generated by both the staff and students of the
Walden Project. This will foster an active sense of democracy and consensus building
by requiring students to take charge of their environment and to accept responsibility.
Moreover, by creating a microcosm of the culture, students will have to look at the
relationship between cause and effect, as well as identify logical fallacies. All the
students will develop a formal understanding of power, justice, basic human rights,
authority, and citizenship based on this discourse.
Students will also be encouraged to participate in a social science project that
will ask them to engage in a social issue outside the Walden Project. They will trace
the origins of the issue from the past to the present and show its relationship to society
as a whole. They will frame their discourse on this issue in the context of institutional
access, citizenship, and the role of government. As John Dewey said, “Public schools
are the laboratory of democracy.” This civic piece is essential in this process. By
being part of the “public”, they will understand their relationship to their society.
As part of the daily Walden regimen, students converse about a range of daily
issues that are generated through the local and national media. This ongoing discourse
is designed so that the students understand the ongoing shifts in the social and
political climate of their world. Students will be encouraged to look critically at both
the news stories themselves and the source of the information and then lead
conversations based upon them. A polemic style will be employed to foster a sense of
the complexity and diversity related to “the news.” Students will be encouraged to
ask critical questions that relate to social and economic systems and their relationship
to the individual quality of life.
Finally, as noted in the ARTS, LANGUAGE & LITERATURE section, students will
participate in reading groups that will look at social philosophers such as Dewey,
Chomsky, Thoreau, and others. This will offer students a chance to frame their own
experience at Walden in the proper socio-political context.
LINKED TO VERMONT STANDARDS: 6.1-6.6, 6.9-6.19
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CURRICULUM: OVERVIEW
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SCIENCE
Students will not only be asked to pay attention to their cultural environment:
they will develop an awareness of their natural environment. Students will participate
in a number of projects including hiking trips, sailing, tracking, canoeing,
orienteering, and other naturalist related activities to develop a sense of their
environment and the natural forces that affect them over time. These activities will
also allow them to gain an understanding of human organisms and their impact on the
world, witnessing the interdependence of the various systems that support life. They
will cultivate an awareness of the diverse plant and animal population within their
ecosystem, working actively to understand effective means of conservation. They
will also utilize the scientific method, generating hypotheses to describe, explain, and
investigate natural phenomena. They will also experiment in order to validate or
invalidate their generated hypothesis.
Through the generosity of the Willowell Foundation, Walden has a naturalistin-residence that will assist the students in the above mentioned activities. Through
the work with the naturalist, students will develop a variety of wilderness awareness
skills that will show the application of a variety of scientific concepts.
In the spirit of Thoreau’s vision of self-reliance and interdependence, students
will also learn about the human body through an intensive first aid course. This will
give students an experiential approach to understanding issues of body systems,
heredity, immunity, and basic physical functioning.
LINKED TO VERMONT STANDARDS: 7.11, 7.13-7.15
– 

CURRICULUM: OVERVIEW
__________________________________________________________________
MATHEMATICS
Although not a subject formally set aside for study, mathematics is recognized
as an integral part of life’s daily activities and would be emphasized as it relates to
various projects. Part of the Walden Project includes the designing and building of
the necessary classroom structures. To that end, students will be dealing with
relations, differences, proportions, proportional change, measurement, money, budget,
predictability, extrapolation, sequence and other related concepts. Mathematics will
also be addressed as it relates to activities such as cooking, map reading, budgeting,
etc. While no official efforts will be made to teach geometry, calculus, and
trigonometry, the Walden Project staff will address those areas within the scope of
individual inquiry and if necessary students will be directed to the appropriate
resources for gleaning a more comprehensive knowledge.
LINKED TO VERMONT STANDARDS: 7.3, 7.5-7.7
– 

CURRICULUM: OVERVIEW
__________________________________________________________________
PHYSICAL EDUCATION
Students will be involved in a variety of outdoor activities, including skiing,
snow-shoeing, hiking, sailing, orienteering. Students will be encouraged to be
physically active, with an eye towards developing a life long commitment to physical
well-being.
Nutrition and cooking will also be studied through collective meal planning.
Students will also learn about nutrition through the study of gardening and food
preservation.
– 

CURRICULUM:
COURSE & ACTIVITY SPECIFIC REQUIREMENTS & ELECTIVES:
AT-A-GLANCE
(CREDIT AREAS NOTED)
REQUIRED COURSES:
° Weekly writing seminar in Burlington - (LANGUAGE ARTS)
° Foundations in Social & Systems Theory - (SOCIAL SCIENCE)
° Professional Internship / Apprenticeships - (VARIOUS)
° Natural Studies - (ENVIRONMENTAL SCIENCE)
° Health & Physical Education - (HEALTH-PE)
ELECTIVE CLASSES:
° Media Literacy & Popular Cultural Studies - (SOCIAL SCIENCE/
LANGUAGE ARTS)
° Modern & Contemporary Literature - (LANGUAGE ARTS)
° Drama - (LANGUAGE ARTS / FINE ARTS)
° World Philosophy, Religions and Psychology - (SOCIAL SCIENCE)
st
° 1 Response / CPR - (HEALTH / SCIENCE)
(Note: Subject to availability)
° Basic Engineering and Daily Mechanics - (SCIENCE / MATH)
° Mathematics - (MATH)
° CCV Class in Burlington - (VARIOUS)
REQUIRED ACTIVITIES:
– 
CURRICULUM: AT-A-GLANCE
__________________________________________________________________
° Get-a-L.I.F.E. - (SOCIAL SCIENCE)
° Journals - (LANGUAGE ARTS)
° Field Trip to Walden Pond - (SOCIAL SCIENCE)
° Organic Farming - (ENVIRONMENTAL SCIENCE)
° Attending Plays - (SOCIAL SCIENCE)
° Camping Trips - (HEALTH-PE & ENVIRONMENTAL SCIENCE)
° Walden Dialogue Book - (LANGUAGE ARTS)
° Biography Projects - (SOCIAL SCIENCE/LANGUAGE ARTS)
° Community Lunch - (HEALTH)
° Making a Wool Wilderness Shirt - (HEALTH)
° Basic Map Reading & Navigation - (SCIENCE)
° Essential Knots & Line/Rope Handing - (SCIENCE)
° Public Speaking - (LANGUAGE ARTS)
° Guest Speakers - (VARIOUS)
° Defined Community Role - (VARIOUS)
(must pick or invent one)
For example and not limited to:
° Treasurer (1)
° Travel Agent (2-3)
° School Board Liaison (1-2)
° Newsletter (4)
° Web Site Management (1-2)
° Youth Poetry Slam (unlimited)
° Community Service (unlimited)
° Community Lunch Organizers (2-3)
° Elevator Operator (2)
° Attendance & Transportation (2-3)
° Field Trip Coordinator (1-2)
ELECTIVE ACTIVITIES:
– 

CURRICULUM: AT-A-GLANCE
__________________________________________________________________
° Vermont Playwrights Festival - (LANGUAGE ARTS / FINE ARTS)
° National Youth Poetry Slam Support Team - (LANGUAGE ARTS / FINE ARTS)
° S.C.R.U.B.S. (Student Coalition for Resource and Unity Building) –
(SOCIAL SCIENCE)
° New England Young Writers Conference - (LANGUAGE ARTS / FINE ARTS)
° Mount Abe Tracking Club - (ENVIRONMENTAL SCIENCE)
° Willowell Writer in Residency - (LANGUAGE ARTS / FINE ARTS)
– 

CURRICULUM:
COURSE & ACTIVITY SPECIFIC REQUIREMENTS & ELECTIVES:
DESCRIPTIONS
(CREDIT AREAS NOTED)
REQUIRED COURSES:
° Weekly writing seminar in Burlington - (LANGUAGE ARTS)
Students will create narrative, creative, and reflective pieces that
draw upon the diverse social, economic, and cultural elements of
Burlington, Vermont. For example, for one week’s writing assignment
students might be asked to observe someone’s walk. They will be asked
to look closely at how the person moves and then try to make some
creative inferential leaps about that person. They will then use this person
as a model for a character study where they create a fictitious narrative
account about who this person is. Another week, they might be asked to
write a narrative reflection of their own perceptions about how the
promise of American Democracy is evident as they observe a public
protest or tour a homeless shelter for runaway youth. They would then
formulate this into a series of reflective essays, while relating this to the
philosophy of Thoreau. As they share their work with their peers, and
through constructive group feedback, they develop an understanding of
the revision process while participating in a literate community. They
will also gain a keen understanding of how the written/spoken word
relates to their understanding and perception of the world.
° Foundations in Social Systems Theory - (SOCIAL SCIENCE)
This course is an amalgam of political science, sociology,
psychology, anthropology, history, philosophy, and current social issues.
As students gather around the fire at Kingsland Bay each day, they will be
asked to discuss the current happenings of the world. Invoking a polemic
style, Walden instructors will ask students to frame their understanding of
contemporary social issues by seeing how they intersect with their
culture, their society, and their own burgeoning sense of self. They will
– 
CURRICULUM: DESCRIPTIONS
__________________________________________________________________
REQUIRED CLASSES:
continued:
° Foundations in Social Systems Theory - (SOCIAL SCIENCE):
continued:
be continually pushed to understand the interplay between local, state,
national, and international initiatives. They will also be asked to look at
how institutions and government impact the individual, and to develop an
understanding about how the rights and roles of members of society have
changed over time. For example, a conversation about political tensions
in the Middle East might include a discussion about the historical tensions
between the Israelis and their Arab neighbors. This in turn might lead to
a conversation about the way that Muslims are portrayed in the media,
which might in turn lead to a conversation about how religion is regarded
within our own society. It is important to note that these conversations
are designed to get students to ask questions about the world around them,
without indoctrinating them into a particular belief system. Liberal and
conservative perspectives alike will be challenged so that the students are
forced to articulate their own perspective and value system in an
intelligent fashion and so they can understand how they fit within the
political and social discourse of their community.
° Professional Internship / Apprenticeships - (VARIOUS)
As noted in the previous section, every student will be required to
have a professional internship one day a week. This internship will give
them a direct experiential understanding of the world and will also allow
them to develop real job skills that they will be able to apply towards
future employment, if they so choose. For a more detailed overview of
the internship, consult page 15.
° Natural Studies - (ENVIRONMENTAL SCIENCE)
This course is designed to help students understand their local ecosystem by becoming aware of the various plants, birds, mammals,
amphibians, and reptiles that exist within the Champlain Basin. By
working with Naturalist Jim Dobkowski, they will be able to develop real
wilderness skills including shelter building, tracking, and wild-crafting
plants. This will help them understand the diverse impact that humans
have on their environment. Through the support of the Willowell
Foundation and Wilderness Awareness School, students will have the
opportunity to work with Cyber-tracker, a program designed by the native
trackers of the Kalihari, to develop a comprehensive ecological profile of
the Kingsland Bay State Park, as well as other important natural preserves.
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
REQUIRED CLASSES:
continued:
° Health & Physical Education - (HEALTH-PE)
The outdoor component of the program allows for students to
regularly hike, ski, snowshoe etc. Additionally students will be
encouraged to be physically active and to look at the relationship between
their physical habits and their overall health. Regular discussions about
choices with regards to eating, exercise, and substance abuse will give
students a road map for creating a long-term commitment to physical
health. Additionally, meal planning and nutrition will be addressed
though weekly community lunches.
ELECTIVE CLASSES:
° Media Literacy and Popular Cultural Studies - (SOCIAL SCIENCES /
LANGUAGE ARTS)
This elective class will trace the relationship between trends,
styles, and the delivery of media messages with the larger sociological
and philosophical dimensions of culture. Close attention will be paid to
comedy and satire, as it relates to developing an understanding of
thoughtful critique of one’s environment. Relationships studied might
include Post-modernism and Monty Python. Students will look at diverse
genres of music including rap, R&B, folk, jazz, pop and rock and see their
relationship to the historical context of their time. Additionally, students
will examine the relationship between the economic mandates that drive
the delivery of “content” and to understand how this might be
manipulated to convert people to a social or ideological perspective.
Trends in music, styles, and movies will be deconstructed to help students
frame an understanding between their own personal narrative and the
larger cultural perspectives.
° Contemporary and Modern Literature - (LANGUAGE ARTS)
This elective class is designed to give students an understanding of
each piece of literature as its own artistic statement, as well as its
relationship to larger cultural currents of the late Nineteenth and
Twentieth Century. Novels studied will include Dostoevski’s Crime and
Punishment, Albert Camus The Plague, Maxine Hong Kingston’s The
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
ELECTIVE CLASSES:
continued:
° Contemporary and Modern Literature - (LANGUAGE ARTS):
continued:
Woman Warrior, Alice Walker’s The Color Purple, and Aldous Huxley’s
Brave New World, Daniel Quinn’s Ishmael and Russell Banks’ Rule of
the Bone. Other genres, including plays, short stories, and essays will be
read by authors which include W.B.Yeats, James Joyce, H.D., Wilfred
Owen, Leo Tolstoy, E.E. Cummings, Walt Whitman, Alan Ginsberg,
Stevie Smith, bell hooks, Langston Hughes, Elizabeth Bishop, Gary
Snyder, Henrik Ibsen, Dianne Diprima, Edward Albee, Eugene o’Neill,
Countee Cullen, Marianne Moore, Tom Stoppard, Walter Benjamin,
Luigi Pirandello, T.S. Eliot, Margaret Atwood, Lawrence Ferlinghetti,
C.S. Lewis, John Paul Sarte, and others. Students will be encouraged to
create their own critical and emotional responses to these texts and share
them . They will also find an author that they are particularly interested
in and be asked to do in an in-depth reading project which relates to their
subject. In conjunction with our study of these works, Shakespeare’s
“Hamlet” and “The Tempest” may be studied to give resonance to the
many literary allusions and to foster a sense of the timeless component of
enduring works of literature.
° Drama - (LANGUAGE ARTS / FINE ARTS)
This course is designed to give students an experiential
understanding of drama as a unique means of self-expression and cultural
commentary. While several plays by established playwrights will be
read, including William Shakespeare, Tony Kushner, Edward Albee,
Tennessee Williams, Ann Deavere Smith, Christopher Durang, Arthur
Miller, Dr. Seuss, and Sopohocles, the emphasis will be placed on
creating original material to perform. Students will develop an
understanding of the basics of blocking, staging, diction, voice control,
improvisation, and playwriting. All students taking part in this elective
will be required to write an original ten minute play and participate in the
Vermont Stage Company’s Young Playwrights Festival. Some attention
will be placed on the technical elements of theater.
° World Philosophy, Religions and Psychology - (SOCIAL SCIENCE)
This course is a survey of some of the major questions that have
intrigued humanity over time. By focusing on the thoughts of thinkers in
diverse religious and social traditions, students will be continually
ELECTIVE CLASSES:
continued:
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
° World Philosophy, Religions and Psychology - (SOCIAL SCIENCE):
continued:
engaging in discourse surrounding questions of being, truth, subjectivity,
objectivity, epistemology, ethics, the mind, and other related topics.
Texts, thinkers, and ideas considered will be excerpt from the
following: The Bible, Sartre, Camus, Heidegger, Freud, Chomsky,
Dewey, Plato, Mencius, Aristotle, Lao-Tzu, Carl Jung, Ken Wilber,
Kashmir Shavism, Walter Benjamin,Vedanta, Zen, John Searle, Jerome
Bruner, Karl Marx, Reinhold Niebuhr, Chang Tzu, Emerson, and of
course, Thoreau. As with the Foundations course, the emphasis in this
course will be to exposure to ideas rather than adopting a particular point
of view. Whenever possible, local “experts” in the community will be
invited to participate in these conversations. It is also worth noting that
while technically part of the physics discipline, some attention will be
paid to the basic questions posed in quantum physics, as it raises an
important set of assumptions about humans and their relationship with the
physical world.
° 1st Response / CPR - (HEALTH / SCIENCE)
(Note: Subject to availability)
This course is designed to acquaint students with the basics of first
response training and basic first aid. Students will learn how to treat a
variety of physical problems and understand how they impact the overall
body system. They will also receive instruction in C.P.R., so they may be
equipped to respond to a medical emergency.
° Basic Engineering and Daily Mechanics - (SCIENCE / MATH)
This course is designed to give students an experiential
understanding of the basic principles of engineering and the mechanical
world they encounter in their daily lives. Students will be asked to gain a
working awareness in such areas as electricity, structural design and basic
machinery. They will also be asked to gain an understanding of the
impact (both positive and negative) that the industrial revolution has
generated as we embark upon the 21st century surrounded and controlled
by a plethora of gadgets and devices which simultaneously simplify and
complicate our lives. Consequently, this course will expect students to
examine their own relationship to technology.
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
ELECTIVE CLASSES:
continued:
° Mathematics - (MATH)
There are essentially three ways that a student might secure their
math needs through Walden. It should be noted, however, that the
strength of the Walden Project lies in its delivery of the humanities and
natural sciences. Students wanting an intensive upper level math
experience are encouraged to take courses in the mainstream setting.
The first course option that is available to students in the area of
math is a self-designed independent study. To accomplish this, students
are to meet with the Walden Staff, who will then meet with the math
teachers in the high school to establish an individualized course of study.
The students may consult with either the Walden staff or VUHS faculty
with regards to questions and issues. The students, however, will not be
working in a group and will be responsible for maintaining the needed
discipline to cover the needed topics.
The second course option is a correspondence course set up
through the guidance department. Depending upon the abilities and goals
of the student, a relevant course of study is established. Time will be set
aside during the school day for students to complete the needed tasks.
The final option for a math credit is through the CCV/Walden
alliance. Students, regardless of abilities can find a course that challenges
them appropriately. Naturally, the credit gained in higher level courses
will transfer to most colleges in America.
° CCV Class in Burlington - (VARIOUS)
As noted in the section on the CCV/Walden partnership, students
may take courses at CCV. These courses will translate to most colleges
across America. All students will take a diagnostic test before the school
year to make sure that a good fit is established between the student’s
abilities and the courses available. It is recommended that first year
students only take one course per semester. Returning students may take
whatever courses they deem relevant to their own intellectual growth and
development. The recommended first course for students is the
Dimensions of Learning, as it serves as a good entry level course for many
CCV requirements. There is a cost to these classes. However, through
work with Willowell and CCV, partial grants can often be secured. The
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
ELECTIVE CLASSES:
continued:
° CCV Class in Burlington - (VARIOUS):
continued:
cost per college credit averages to $75. This cost is a fraction of state and
national per credit college costs. CCV’s relationship to the education system
allows for easy transfer of credits to most accredited colleges and universities.
REQUIRED ACTIVITIES:
° Get-a-L.I.F.E. - (SOCIAL SCIENCE)
This program is designed to acquaint students with the realities of
the American Judicial system by visiting with prisoners in the Northwest
State Maximum Security facility. In this program, students will get to
hear the stories of some of the prisoners, including what brought them
into the system and how they conceive of their experience. They will also
get a tour of the lock down facility, all the while being encouraged to
examine the relationship between individuals, freedom, and institutional
and social realities.
° Journals - (LANGUAGE ARTS)
Every student will be required to keep a journal to document their
own personal growth and process during Walden. While the journal as a
whole is only for the individual student’s eyes, six to twelve excerpts will
be included in the final portfolio as a mark of student development during
the course of the year. It will also allow the students to develop a
conscious recognition of how they are making sense of the unique
elements connected to their Walden experience.
° Field Trip to Walden Pond - (SOCIAL SCIENCE / LANGUAGE ARTS)
Our study of the philosophy of Henry David Thoreau culminates in
a trip to the site of the very cabin where he retreated into the solitude of
the woods to front “the essentials” of life. This three day trip will give
resonance to the readings and discussions that we will be involved in over
the course of the year.
° Organic Farming - (ENVIRONMENTAL SCIENCE)
In conjunction with the Willowell Foundation and The Bingham
Brook Organic Farm, students will learn the basics of gardening, while
REQUIRED ACTIVITIES:
continued:
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
° Organic Farming - (ENVIRONMENTAL SCIENCE):
continued:
they will cultivate their own bean patch, and learn the art of self-reliance
by becoming familiar with how to grow their own food.
° Attending Plays - (FINE ARTS / LANGUAGE ARTS)
Students will regularly attend plays at the UVM Royall Tyler
Theater and the Flynn Theater to be exposed to the arts in the area and to
participate in a literate community. Whenever possible, the ideas and
themes explored in the plays will be related to the course of study.
° Camping Trips - (HEALTH-PE & ENVIRONMENTAL SCIENCE)
In order to apply the notions of self-reliance and to create a general
level of comfort with the natural world of Vermont, students will go on
several extended trips into the mountains during the school year. All
meal preparation and setting up of camp will be done in a collaborative
fashion to underscore the interdependence of the Walden Community.
° Walden Dialogue Book - (LANGUAGE ARTS)
Every students will be required to include a contributing article
every other week to the Walden Dialogue Book. This book is designed to
create a written text where students share ideas and thoughts. In addition
to submitting pieces, they must respond to no less than three other entries.
° Biography Projects - (LANGUAGE ARTS / SOCIAL SCIENCES)
During the course of the year, each student will be required to find
a figure in American History and create a research piece. After
completing their research, each student will then find a speech or essay
written by this figure and then they will present a biographical sketch of
this person and a dramatic reading of the speech for the entire group.
° Community Lunch - (HEALTH)
Once a week, there will be a community lunch where students will
organize and prepare a shared meal. This lunch will provide more than an
opportunity for Walden students and teachers to come together over a bag
of Doritos. Rather, it will serve as a chance to learn about nutrition, while
recognizing the spirit of community that pervades the Walden
community.
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
REQUIRED ACTIVITIES:
continued:
° Making a Wool Wilderness Shirt - (HEALTH)
In the spirit of self-reliance, students will learn how to make their
own clothing by creating a wilderness shirt that will help insulate them
against the inclement elements that we will directly experience over the
course of the year together.
° Basic Map Reading & Navigation - (SCIENCE)
In order to negotiate the physical environment that we live in and
to see the relationship between topography, orientation, and place, all
students will be taught the basics of navigation. This is not only useful on
a practical level, but it serves as a metaphoric template for the process
that they are engaged in during the year, as they try to find their own
sense of where they are going amidst their sojourn in the woods.
° Essential Knots & Line/Rope Handing - (SCIENCE)
The practical dimensions of being able to take a piece of rope and
manipulate it to the needs of a situation are obvious. To that end, the
students will learn a variety of knots and be shown their application. In
conjunction with the course on engineering and mechanics, this will allow
them to understand the way to solve a variety of problems that they may
encounter in the woods and beyond.
° Public Speaking - (LANGUAGE ARTS)
Given the emphasis in Walden on the finding of one’s own voice
and being comfortable sharing one’s perspective in a diverse community,
students will asked to speak in front of the group on a regular basis. The
confidence gained by doing this within the Walden community will
ideally translate into the community-at-large, where the students might
participate in a variety of activities which draw on their confidence and
ability in speaking in front of others. Opportunities for this will arise on a
regular basis, and all students are expected to avail themselves.
° Guest Speakers - (VARIOUS)
As noted earlier, there will be a range of guest speakers that
represent diverse ideological, social, political, and professional
backgrounds coming to Walden. In order to gain a community
perspective,
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
REQUIRED ACTIVITIES:
continued:
° Defined Community Role - (VARIOUS) (must pick or invent one)
For example and not limited to:
° Treasurer (1)
Responsibilities include overseeing the finances of the
group, creating budgets, keeping track of expenses, credits,
and debits.
° Travel Agent (2-3)
Responsibilities include overseeing the necessary travel
arrangements, logistics, food, etc for all group travel. Is also
responsible for working with the staff to design and explore
travel opportunities for the Walden Project.
° School Board Liaison (1-2)
Responsibilities include attending all ANWSU School
Board meetings and reporting to the group about the
administrative issues that are going on within the district.
Whenever relevant, the liaison will communicate with the
ANWSU Board information about the Walden Project.
° Newsletter (4)
Responsibilities include designing and creating a
newsletter for parents and community members that
highlights the daily and weekly happenings that are taking
place in Walden. Additional work will involve the selecting
and editing of student work to include in the newsletter.
° Web Site Management (1-2)
Responsibilities include overseeing the design and editing
of the Walden web site, while directing the electronic
correspondences into the appropriate channels.
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
REQUIRED ACTIVITIES:
continued:
° Defined Community Role - (VARIOUS) (must pick or invent one):
continued:
° Youth Poetry Slam (unlimited)
Responsibilities include assisting Rockydale Arts in all
elements of coordination of bi-monthly poetry slams at
Rockydale. Additionally, in the 2001-2002 school year,
administrative and logistical support will be provided for the
National Youth Poetry Slam.
° Community Service (unlimited)
Responsibilities include finding worthwhile projects that
will support various elements within the community,
including the elderly, developmentally disabled, children, and
others needing support. In years past, the community service
has included working with local homeless shelters, C.S.A.
farms, and socially relevant agencies(that may or may not
have a religious affiliation).
° Community Lunch Organizers (2-3)
Responsibilities include coordinating the weekly lunches to
make sure that the entire community is participating in the
creation and serving of nutritious and enjoyable fare for the
entire Walden Project.
° Elevator Operator (2)
Responsibilities include: button pushing, muzac selection,
door monitoring and head count to ensure enjoyable vertical
transportation for the entire free world and the sub-Saharan
regions of Mali and Niger.
° Attendance & Transportation (2-3)
Responsibilities include overseeing the daily attendance
and transportation requirements for the group in conjunction
with the staff.
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
REQUIRED ACTIVITIES:
continued:
° Defined Community Role - (VARIOUS) (must pick or invent one):
continued:
° Field Trip Coordinator (1-2)
Responsibilities include surveying the group and staff for
interesting learning opportunities within the community and
looking at the feasibility of such endeavors. Will work with
the staff to secure administrative approval and support.
ELECTIVE ACTIVITIES:
° Vermont Playwrights Festival - (FINE ARTS / LANGUAGE ARTS)
This two day festival, which is designed by the Vermont Stage
Company, introduces students into the art of playwriting. Students
participating will work with an established writer to generate their own ten
minute play. Two plays will be selected to be performed by professional
actors at the Vermont Stage Company Young Playwrights Festival at the
Royall Tyler Theater.
° National Youth Poetry Slam Support Team - (FINE ARTS / LANGUAGE ARTS)
As noted above, students will have the opportunity to assist the
coordinating committee in orchestrating a National event that will involve
young poets from the entire United States, as they descend upon Vermont
for a five day celebration of youth poetry.
° Student Coalition for Resource & Unity Building (SCRUBS) - (SOCIAL SCIENCE)
This organization, in conjunction with the People of Addison
County Together (P.A.C.T.), is committed to providing youth in the
Vergennes area with a variety of opportunities to create initiatives within
the county that speak to some vital need. Traditionally, this organization
has created youth centers, fund raisers for people within the community that
are in need, and designed community activities. Through SCRUBS,
students will have the opportunity to create programs that speak to their
individual vision of how they might intersect with the larger community.
– 

CURRICULUM: DESCRIPTIONS
__________________________________________________________________
ELECTIVE ACTIVITIES:
continued:
° New England Young Writers Conference - (FINE ARTS/LANGUAGE ARTS)
This conference brings young writers from New England and New
York together for four days at the Breadloaf campus of Middlebury
College in Ripton, VT. Students participating in this conference have the
opportunity to work with established writers and other aspiring young
poets/writers to celebrate the written word, as they generate and revise
original work. Because of Vergennes Union High School’s participation
on the coordinating committee, students at Vergennes will have the
opportunity to play the role of host students.
° Mount Abraham Tracking Club - (ENVIRONMENTAL SCIENCE)
This program, which is in many ways an extension of the Natural
Science component of Walden, provides interested students an opportunity
to extend their discourse that they begin with Naturalist Jim Dobkowski.
Through the Mount Abe Tracking Club, students will have the opportunity
to gain teaching experience with younger aspiring naturalists.
° Willowell Writer in Residency - (FINE ARTS/LANGUAGE ARTS)
This program allows aspiring writers in the Walden Project to work
with local poet Karla Van Vliet in creating an anthology of Vermont writers
exploring the theme of place. It will also allow for students to work
intensively with an established writer to produce original material, with an
eye towards publication. The individualized nature of this allows for
students to get intensive feedback.
NOTE: Naturally, Walden students will have the opportunity to participate in all
activities that are offered to VUHS students, including Varsity and Junior Varsity
Sports, Drama Club, Band, to name a few. Walden students are also encouraged
to find professional and social opportunities within the community that serve and
support their individual needs.
– 

ASSESSMENT
OVERVIEW
Students will be assessed mainly from the Gardnerian perspective of Multiple
Intelligences (see page 53 for overview and description), as well as group
participation and contribution. Although quantitative assessment will not be used as
the primary measurement of achievement, students will be expected to be actively
engaged and productive in their individual studies as well as group projects. Staff
will meet weekly to discuss each student’s progress within the scope of their
individual abilities. The aim of the Walden Project is to foster group participation as
well as personal pursuit of knowledge rather than fierce and divisive competition. By
this method students will learn to value and rely upon the diversity of individual
abilities.. On the other hand, students will also be encouraged to excel on an
individual basis without the constraint of group consensus or limitation. Students will
be encouraged to explore how individual and group study inter-relates.
All students will be responsible for producing a final portfolio of their work.
The specific expectations of the portfolio are detailed on the following pages. While
there is a basic similarity in the format for each portfolio, the individual portfolio will
be as diverse as the students’ experience within Walden.
Students will have the opportunity to choose whether they want their Walden
transcript to have grades or simply be assessed on a pass/fail basis. Additionally, all
students will receive two full page narrative assessments that will detail their
individual progress. Parents and students are encouraged to meet with the Walden
instructors as often as they need to if questions about academic concerns are raised.
It is suggested that students who are planning to go on to college choose a
graded transcript so that institutions that are not familiar with the specifics of the
Walden experience will be able to translate the student’s progress to the
college/university’s standard. Students in Walden who avail themselves of the
Walden/CCV Partnership will also receive an official CCV college transcript, so they
– 
ASSESSMENT
__________________________________________________________________
OVERVIEW:
continued:
can transfer credits to the college of their choice. At present, Walden has a 100%
acceptance rate among four year colleges for students choosing to go this route.
The transcript for first year Walden students will read as follows:
Foundations in Social and Systems Theory
Reflective, Narrative, and Creative Writing
Environmental Sciences
Professional Apprenticeship
Health/Physical Education
Personal Learning Plan
Elective courses
Independent Studies
CCV courses
1 credit
1 credit
1 credit
1 credit
1 credit
3 credits
These credits can be applied to meet a range of the distribution requirements as
required by the Addison Northwest Supervisory Union and the State of Vermont for
graduation. Embedded in the Foundations and Social and System Theory requirement
are discourse on subjects including U.S. History, political theory, philosophy,
psychology, sociology, and contemporary politics.
GENERAL REQUIREMENTS
FOR
ALL SUBMITTED WORK
NOTE: All work is to be typewritten unless student does have a computer at
home. In which case handwritten work will be accepted.
The following requirements must be met in order for students to receive credit.
• Format:
A)
B)
C)
D)
E)
Title Page
Name
Date
Subject
Title
• Spelling, Grammar & Mechanics must be checked
• All work is to be neat and multiple pages are to be fastened together
– 

ASSESSMENT
__________________________________________________________________
WEEKLY & MONTHLY REQUIREMENTS
WEEKLY:
• 5 Journal Entries
• 1 to 2 Typed Pages - Creative Writing Piece/Essay
(can be the topic of the week or self-designed)
• Read at least 100 Pages per week
(includes class readings)
• Active participation in discussions
• Complete assignments for electives
• Attend all classes, meetings etc. unless other arrangements have been
established with a Walden teacher.
MONTHLY:
• Self Assessment of Apprenticeship (1 Typed Page)
• Self Assessment of Independent Study (1 Typed Page)
• PLP (Personal Learning Plan) Assessment –
How are you meeting your goals (1 Typed Page)
• Ongoing Portfolio Development
– 

ASSESSMENT
__________________________________________________________________
PORTFOLIO REQUIREMENTS
The portfolios represent each student’s accomplishments during the school
year. While a framework of expectations has been provided so as to assure a
comprehensive reflection of each student’s involvement in Walden the essence of the
content as well as creative style is left entirely to each student’s discretion. With this
in mind, in addition to the Portfolio Requirements listed below, each student is
expected to conscientiously adhere to the following standards:
•
Regular installments as noted in Portfolio Requirements on following
pages.
•
All work (except artwork, video, audio etc.) must be typed. There will be
no exceptions unless: there is no computer access at home.
•
Format for all written work:
° Title Page
° Name (on each page)
° Date (on each page)
° Shoe Size (optional)
° Title (on each page)
° Page Number with Total Number of Pages (on each page)
•
Format for all typewritten work:
° 12 pt Font
° 1” Margins
° Double Spaced
° Shoe Size (optional)
° Title (on each page)
•
Spelling, Grammar & Mechanics must be checked.
– 

ASSESSMENT
__________________________________________________________________
DUE
DATES
PORTFOLIO
REQUIREMENTS
September RÉSUMÉ
• Create a detailed resume to highlight your professional and
educational experiences so you might secure employment.
February
PEDAGOGICAL STATEMENT / EDUCATIONAL MANIFESTO
• What does education mean to you?
• How does one learn effectively?
• What environment is important to learning?
• How do you approach the question of what is knowledge?
• How does knowledge relate to your self and your community?
January
JOURNAL EXCERPTS
• Six to 12 entries from your journal over the year to document your
process amidst Walden.
May
REFLECTION OF THE YEAR
• Personal narrative of your Walden experience.
• How have you met the Vital Results of the State of Vermont
regarding Education?
• How have you met the Vermont Standards in the Fields of
Knowledge?
As
they
occur
ACADEMIC REFLECTIONS
• Reflection at the end of each required class, elective, and required
activity.
– 

ASSESSMENT
__________________________________________________________________
DUE
DATES
May
PORTFOLIO
REQUIREMENTS
INDEPENDENT STUDY
• Describe project.
• Describe impact on your learning experience.
• What were the strengths and weaknesses of your project?
• What conclusions can you draw based on experience?
One
per
month
May
SAMPLES OF WRITTEN WORK
• Include six to 12 pieces of your written work
over the year.
WHO IS THOREAU AND HOW DO THE CONCEPTS AND IDEAS
RELATE TO YOU?
• A written or artistic reflection on how the philosophy of Thoreau
relates to you. This includes selecting at least one significant quote
and writing reflectively on it.
May
GREATEST HITS
• Include samples from your collection of strongest work over the
year. This could include art, writing, film, videos, and photos.
September MULTIPLE INTELLIGENT ASSESSMENT
• Completed assessment that is given at the beginning of the year.
– 

ASSESSMENT
__________________________________________________________________
DUE
DATES
October
PORTFOLIO
REQUIREMENTS
PERSONAL LEARNING PLAN
• During the first four weeks of the year all students will be guided
through an basement of current life/academic circumstances and
develop a sense of strengths and weaknesses as well as a future
direction and personal goals.
May
PERSONAL LEARNING PLAN REFLECTION
• A reflective analysis of the October PLP.
One
per:
APPRENTICESHIP(S)
May
3 LETTERS OF RECOMMENDATION
• Description of apprenticeship – 1-2 page minimum.
° Compare and contrast the experience/reality.
° What was learned.
° How will this experience impact your future plans?
• Letters may be from teachers, administrators, employers and/or
mentors etc. (not family members)
– 

ASSESSMENT
__________________________________________________________________
PERSONAL LEARNING PLANS
All students will be required to complete a Personal Learning Plans (PLPs) at
the beginning of the school year. The purpose of a PLP is to help each student to
begin to assess not only the strengths and weaknesses of their life skills, but their
overall goals (both short and long term) and how they might successfully approach
and complete these aspirations. Used in conjunction with the MULTIPLE
INTELLIGENCE INVENTORY (see page 53 for overview and description) each student
will be able to gain valuable perspectives on learning styles, motivation, effective use
of time and resources as well as a more insightful view of their deeper interests in life.
The use of PLPs will be an ongoing process and will be revisited throughout
the year. Students will be encouraged, and in some cases required, to complete a PLP
for activities such as Independent Studies and Apprenticeships.
See the following pages for a basic PLP outline:
– 

ASSESSMENT
__________________________________________________________________
PERSONAL LEARNING PLAN
NAME__________________________________________
PERSONAL LEARNING PLAN
PAGE 1 OF 7
STRENGTHS:
– 

ASSESSMENT
__________________________________________________________________
PERSONAL LEARNING PLAN: continued:
NAME__________________________________________
PERSONAL LEARNING PLAN
PAGE 2 OF 7
INTERESTS:
– 

ASSESSMENT
__________________________________________________________________
PERSONAL LEARNING PLAN: continued:
NAME__________________________________________
PERSONAL LEARNING PLAN
PAGE 3 OF 7
AREAS OF GROWTH:
– 

ASSESSMENT
__________________________________________________________________
PERSONAL LEARNING PLAN: continued:
NAME__________________________________________
PERSONAL LEARNING PLAN
PAGE 4 OF 7
PRIORITIES:
– 

ASSESSMENT
__________________________________________________________________
PERSONAL LEARNING PLAN: continued:
NAME__________________________________________
PERSONAL LEARNING PLAN
PAGE 5 OF 7
PROJECTS / ACTIVITIES THROUGH WHICH PRIORITIES CAN BE
ADDRESSED:
– 

ASSESSMENT
__________________________________________________________________
PERSONAL LEARNING PLAN: continued:
NAME__________________________________________
PERSONAL LEARNING PLAN
PAGE 6 OF 7
DOCUMENTATION:
– 

ASSESSMENT
__________________________________________________________________
PERSONAL LEARNING PLAN: continued:
NAME__________________________________________
PERSONAL LEARNING PLAN
PAGE 7 OF 7
NEEDED RESOURCES / SUPPORT TO IMPLEMENT THIS PLAN:
– 

ASSESSMENT
__________________________________________________________________
MULTIPLE INTELLIGENCES
as conceived by Howard Gardner
As noted in the ASSESSMENT OVERVIEW, students will be assessed mainly
from the Gardnerian perspective of Multiple Intelligences. This approach embraces
the concept that an individual’s style and way of “knowing” as well as “assessing” is
a unique blend of many factors. In the 70’s Howard Gardner mapped out seven areas
that he thought embraced the totality of one’s cognitive ability. He has since included
several more in various updates to his theory. The debate as to which is the “magic”
number of intelligences could be long and inconclusive. What matters most is that a
student’s ability and sense of perception is seen as an ever changing relationship with
a wide variety of ways to receive, digest, make sense of and react to her/his
experiences; be they academic or life-survival.
The Walden experience is rooted in the belief that understanding is not merely
a linear experience that can be defined by the empirical model. We feel strongly that
life is a mosaic and that the tools for experiencing and having a meaningful
understanding of this mosaic are far more complex than the exclusive use of
Linguistic and Mathematical skills. While we highly value these more quantifiable
skills and require Walden students to develop their proficiency with them, we heartily
support the notion that “not all roads lead to Rome” and that sometimes “Rome” is
not the only destination worth considering.
Consequently, we urge Walden students to explore all the “ways of knowing”
that might make sense to them. With this in mind we actively teach to these other
styles of “knowing” and encourage students to pursue their studies using this broader
format of discovery, assessment and expression
On the following pages the seven basic intelligences (with reference to the
more recent intelligences, as conceived by Gardner) are pictorially displayed and then
outlined. At the beginning of the year, during the first week of classes, each student
will be asked to complete a MULTIPLE INTELLIGENCE INVENTORY (see page 58).
This is not to be considered as a definitive map of an individual’s intelligence, rather
it is to be seen as a way to begin this unique style of self-discovery. Following this
assessment students will engage in a discussion of their findings. Discussions of this
sort will also take place throughout the year as examples of this concept come to light.
Additionally, for the interested reader a “wheel” depicting numerous examples
of MULTIPLE INTELLIGENCE CAPACITIES has been included (see page 57).
– 

ASSESSMENT
__________________________________________________________________
MAP
OF
HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES
(including reference to his recent additions to his theory)
– 

ASSESSMENT
__________________________________________________________________
BRIEF DESCRIPTION OF THE SEVEN BASIC MULTIPLE INTELLIGENCES
(as conceived by Howard Gardner)
VERBAL/LINGUISTIC:
This intelligence deals with words and language, both written and spoken.
RELATED TASKS/INTERESTS: reading, vocabulary, formal speech,
journal/diary keeping, creative writing, poetry, debating, impromptu speaking,
humor/jokes and storytelling.
LOGICAL/MATHEMATICAL:
This intelligence deals with deductive thinking/reasoning, numbers and the
recognition of abstract patterns.
RELATED TASKS/INTERESTS: using formulas, outlining, graphing, number
sequencing, calculation, deciphering codes, showing relationships, problem
solving and pattern games.
VISUAL/SPATIAL:
This intelligence deals with the sense of sight and being able to visualize an
object and create internal mental/pictures.
RELATED TASKS/INTERESTS: guided imagery, active imagination, color
schemes, patterns/designs, painting drawing, mind-mapping, pretending,
sculpture and pictures.
BODY/KINESTHETIC:
This intelligence deals with physical movement and the knowing wisdom of the
body, including the brain's motor cortex, which controls body motion.
RELATED TASKS/INTERESTS: folk/creative dance, role playing, physical
gestures, drama, martial arts, body language, physical exercise, mime, inventing
and sports/games.
– 

ASSESSMENT
__________________________________________________________________
MULTIPLE INTELLIGENCES: continued:
MUSICAL/RHYTHMIC:
This intelligence deals with the recognition of tonal patterns, including various
environmental sounds, and a sensitivity to rhythm and beats.
RELATED TASKS/INTERESTS: rhythmic patterns, vocal sounds/tones, music
composition/creation, percussion vibrations, humming, environmental sounds,
instrumental sounds, singing, tonal patterns and music performance.
INTERPERSONAL:
This intelligence operates primarily through person-to-person relationships and
communication. It relies on all the other intelligences.
RELATED TASKS/INTERESTS: giving feedback, intuiting others' feelings,
cooperative learning, person-to-person communication, empathy practices,
division of labor, collaboration skills, receiving feedback, sensing others'
motives and group projects.
INTRAPERSONAL:
This intelligence deals with inner states of being, self-reflection, metacognition
and awareness of spiritual realities.
RELATED TASKS/INTERESTS: silent reflection methods, metacognition
techniques, thinking strategies, emotional processing "know thyself"
procedures, mindfulness practices, focusing/concentration skills, higher-order
reasoning, complex guided imagery and centering practices.
– 

ASSESSMENT
__________________________________________________________________
EXAMPLES
OF
MULTIPLE INTELLIGENCES CAPACITIES
– 

ASSESSMENT
__________________________________________________________________
MULTIPLE INTELLIGENCE INVENTORY:
Directions:
1) On the following seven pages rate each statement in each intelligence category.
2) Enter one of the following values:
Leave a Blank = Not Very Much, 1/2 = Sometimes, and 1 = Most Times.
3) Add up the numbers and place the total in the blank provided at the-end of each
category.
4) If there are other traits which are appropriate to each category list them under:
ADDITIONAL STRENGTHS.
5) On the eighth page:
fill-in and compare totals, and write a brief summary of results.
– 

ASSESSMENT
__________________________________________________________________
VERBAL / LINGUISTIC INTELLIGENCE
Books are very important to me.
I can hear words in my head before I read, speak, or write
them down.
I get more out of listening to the radio or a spoken-word
cassette than I do from television or films.
I enjoy word games like Scrabble, Anagrams, or Password.
I enjoy entertaining myself or others with tongue twisters, nonsense rhymes, or puns.
Other people sometimes have to stop and ask me to explain
the meaning of the words I use in my writing and speaking.
English, social studies, and history were/are easier for
me in school than math and science.
When I drive down a freeway, I pay more attention to the
words written on billboards than to the scenery.
My conversation includes frequent references to things
that I've read or heard.
I've written something recently that I was particularly
proud of or that earned me recognition from others.
TOTAL POINTS
ADDITIONAL STRENGTHS:
– 

ASSESSMENT
__________________________________________________________________
LOGICAL / MATHEMATICAL INTELLIGENCE
I can easily compute numbers in my head.
Math and/or science were/are among my favorite subjects in
school.
I enjoy playing games or solving brainteasers that require
logical thinking.
I like to set up little "what if" experiments. For
example, "What if I double the amount of time I practice
before the big match?"
My mind searches for patterns, regularities, or logical
sequences in things.
I'm interested in new developments in science.
I believe that almost everything has a rational
explanation.
I sometimes think in clear, abstract, wordless, imageless
concepts.
I like finding logical flaws in things that people say and
do at home and work.
I feel more comfortable when something has been measured,
categorized, analyzed, or quantified in some way.
TOTAL POINTS
ADDITIONAL STRENGTHS:
– 

ASSESSMENT
__________________________________________________________________
VISUAL / SPATIAL INTELLIGENCE
I often see clear visual images when I close my eyes.
I'm sensitive to color.
I frequently use a camera or camcorder, to record what I
see around me.
I enjoy doing jigsaw puzzles, mazes, and other visual
puzzles.
I have vivid dreams at night.
I can generally find my way around unfamiliar territory.
I like to draw or doodle.
Geometry was/is easier for me than algebra in school.
I can comfortably imagine how something might appear if it
were looked down upon from directly above in a bird's eye
view.
I prefer looking at reading material that is heavily
illustrated.
TOTAL POINTS
ADDITIONAL STRENGTHS:
– 

ASSESSMENT
__________________________________________________________________
BODY/ KINESTHETIC INTELLIGENCE
I engage in at least one sport or physical activity on a
regular basis.
I find it difficult to sit still for long periods of time.
I like working with my hands at concrete activities such
as sewing, weaving, carving, carpentry, or model building.
My best ideas often come to me when I'm out for a long
walk or a jog, or when I'm engaged in some other kind of
physical activity.
I often like to spend my free time outdoors.
I frequently use hand gestures or other forms of body
language when conversing with someone.
I need to touch things in order to learn more about them.
I enjoy daredevil amusement rides or similar thrilling
physical experiences.
I would describe myself as well coordinated.
I need to practice a new skill rather than simply reading
about it or seeing a video that describes it.
TOTAL POINTS
ADDITIONAL STRENGTHS:
– 

ASSESSMENT
__________________________________________________________________
MUSICAL/ RHYTHMIC INTELLIGENCE
I have a pleasant singing voice.
I can tell when a musical note is off-key.
I frequently listen to music on radio, records, cassettes,
or compact discs.
I play a musical instrument.
My life would be poorer if there were no music in it.
I sometimes catch myself walking down the street with a
television jingle or other tune running through my mind.
I can easily keep time to a piece of music with a simple
percussion instrument.
I know the tunes to many different songs or musical pieces.
If I hear a musical selection once or twice, I am usually
able to sing it back fairly accurately.
I often make tapping sounds or sing little melodies while
working, studying, or learning something new.
TOTAL POINTS
ADDITIONAL STRENGTHS:
– 

ASSESSMENT
__________________________________________________________________
INTERPERSONAL INTELLIGENCE
I'm the sort of person that people come to for advice and
counsel at work or in school.
I prefer group sports like badminton, volleyball, or
softball to solo sports such as swimming or jogging.
When I have a problem, I'm more likely to seek out another
person for help than attempt to work it out on my own.
I have at least three close friends.
I favor social pastimes such as Monopoly, Uno, board games
over individual recreations such as video games and
solitaire.
I enjoy the challenge of teaching another person, or
groups of people, what I know how to do.
I consider myself a leader (or others have called me that).
I feel comfortable in the midst of a crowd.
I like to get involved in social activities connected with
my school, work, church, or community.
I would rather spend my evenings at a lively party than
stay at home alone.
TOTAL POINTS
ADDITIONAL STRENGTHS:
– 

ASSESSMENT
__________________________________________________________________
INTRAPERSONAL INTELLIGENCE
I regularly spend time alone meditating, reflecting, or
thinking about important life questions.
I have attended counseling sessions or personal growth
groups to learn more about myself.
I am able to respond to setbacks with strength.
I have a special hobby or interest that I keep pretty much
to myself.
I have some important goals for my life that I think about
on a regular basis.
I have a realistic view of my strengths and weaknesses
(confirmed by other sources).
I would prefer to spend a weekend alone in a cabin in the
woods rather that at a fancy resort with lots of people
around.
I consider myself to be strong willed or independent
minded.
I keep a personal diary or journal to record the events of
my inner life.
I have thought seriously about starting my own business.
TOTAL POINTS
ADDITIONAL STRENGTHS:
– 

ASSESSMENT
__________________________________________________________________
LEARNING STYLES POINT SUMMARY
VERBAL / LINGUISTIC INTELLIGENCE
LOGICAL / MATHEMATICAL INTELLIGENCE
VISUAL / SPATIAL INTELLIGENCE
BODY/ KINESTHETIC INTELLIGENCE
MUSICAL/ RHYTHMIC INTELLIGENCE
INTERPERSONAL INTELLIGENCE
INTRAPERSONAL INTELLIGENCE
SUMMARY/CONCLUSIONS:
– 

ASSESSMENT
__________________________________________________________________
FINAL PRESENTATIONS
At the end of the year, students will be asked to give a 15 minute talk as a
culmination to their Walden experience. During this talk, the students will be asked
to focus on the area of greatest growth for them at Walden. For some, this might
involve the reading of a significant piece that they wrote during the course of the year.
They would then relate the creation of this “piece” to their Walden experience, as a
whole. Another student might talk about the experience as a whole.
Those in attendance for this final talk would include students,
parents/guardians, teachers, school board members, and other professionals from the
community.
– 

POLICIES & PROCEDURES
AFFIRMATIVE ACTION POLICY
It is the policy of VUHS and the Walden Project not to discriminate on the
basis of sex in its educational programs, activities, or employment policies as required
by Title IX of the 1972 Education Amendments. Inquiries regarding compliance with
Title IX may be directed to Peter Coffey, Principal, VUHS, Vergennes, Vermont; or,
Superintendent of Schools, I 5 North Main Street, Vergennes, Vermont; or the
Director of Civil Rights, U.S. Department of Education, Washington D.C.
SECTION 504
OF THE
REHABILITATION ACT
OF
1973
No otherwise qualified handicapped individual...shall, solely by reason of
handicap, be excluded from the participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity receiving federal financial
assistance.
UNLAWFUL HARASSMENT
In accordance with 16 V S A. 565, it is the policy of all school districts within
the Addison Northwest Supervisory Union to maintain a learning and working
environment that is free from unlawful harassment. Any form of unlawful harassment
on the basis of disability, marital status, national origin, race, religion, sex, or sexual
orientation is prohibited.
A complete text of this policy which includes Provisions, Definitions and
Examples, Reporting, Investigation, Action, Appeal, Mandatory Reporting of Abuse,
Dissemination and Training will be found in the VUHS Parent/Student handbook.
– 
POLICIES & PROCEDURES
__________________________________________________________________
UNLAWFUL HARASSMENT:
continued:
It should be noted that Harassment can mean:
A) verbal or physical conduct based on a person's disability, marital status,
national origin, race, religion, sex, or sexual orientation which has the purpose
or effect of substantially interfering with a person's performance or creating an
intimidating, hostile or offensive environment.
B) unwelcome sexual advances, requests for sexual favors, and other verbal or physical
conduct of a sexual nature.
EXAMPLES of behaviors which if sufficiently severe, pervasive or persistent to
interfere with a person's ability to participate in, benefit from or teach school programs,
would be unlawful harassment and include, but are not limited to physical aggression or
force, the threat of physical aggression or force, demeaning comments or behaviors, slurs,
mimicking, jokes, gestures, name-calling, graffiti, stalking, sexual advances, use of
nicknames emphasizing stereotypes, comments on manner of speaking, negative references
to customs, and derogatory comments regarding surnames.
As noted throughout this document, Walden promotes the relationship between
freedom and accountability for one's actions. Students will be asked to look at any
behavior that approaches the line of harassment and will be asked to modify their
behavior accordingly. Since often times, adolescent are not aware of what constitutes
harassment, every effort will be made to educate students accordingly.
TOBACCO USE
Below is the stated policy of ANwSU regarding tobacco. Walden’s policy is
identical and pertains to any site or activity where Walden is in session.
The use of tobacco on school grounds is a violation of the state law and is
hereby prohibited. This ban extends to any student, employee or visitor to the school,
and applies at all times, whether or not school is in session.
Students and guests shall not possess, smoke, or use tobacco products while at
school, on the school bus, in private vehicles while at school, or at any time while on
school premises, or while participating in any school-sponsored functions away from
school property.
– 

POLICIES & PROCEDURES
__________________________________________________________________
TOBACCO USE:
continued:
Violation of this policy by students will result in the following consequences:
1st Offense - Notify police, the student will be suspended for one day.
2nd Offense - Notify police, three day suspension.
3rd Offense - Notify police, five day suspension. A meeting with the student,
parents, administration, and Superintendent will be arranged.
th
4 Offense - Notify police, suspension from school until a hearing is scheduled
with the School Board The result of this hearing may include long-term
suspension or expulsion in accordance with School Board Policy.
Students who carry tobacco or related items or products in plain view will have
these items confiscated by a teacher, administrator, or school official. The items will
not be returned.
DRUG & ALCOHOL ABUSE
Statement of Addison Northwest Supervisory Union Philosophy:
We believe that every student has the right to a drug free school and that it is
the responsibility of all students, parents, and school personnel to work together to
achieve this goal
We believe that the ingestion of a substance which interferes with a student s
ability to perform physically, intellectually, emotionally or socially is damaging to the
student's health and well-being and could infringe upon the learning process for others
We believe that chemical abuse and dependency are treatable health problems
and that the school's responsibility is to provide preventative education for all
students, intervention (identification and referral) for those students using drugs, and
support for those students attempting to change patterns of use that interfere with their
overall school performance
In support of this philosophy the school district prohibits the unauthorized use
or possession of drugs or alcohol, or any device associated with these substances, on
school premises or at school-sponsored activities, wherever located.
DRUG & ALCOHOL ABUSE:
– 

continued:
POLICIES & PROCEDURES
__________________________________________________________________
A complete text of the Addison Northwest Supervisory Union policy which
includes the above Philosophy, Programs and Services, Violations, Consequences and
Procedures for Reporting and Responding can be found in the VUHS Parent/Student
handbook.
The Walden Project has an additional policy to that stated in the
handbook. It should be noted that participation in Walden is a privilege not a
mandated right; consequently:
Any Student who violates Addison Northwest Supervisory Union policy
may be expelled from The Walden Project.
1st Offense - Expulsion at the discretion of the Directors and Principal.
(i.e. mitigating circumstances considered.)
2nd Offense - Immediate expulsion. No explanations accepted.
Please Note: At the beginning of the school year parents/guardians and
students will be asked to sign a statement which confirms that they have read,
understood and agree to both the ANwSU and Walden policies.
STUDENT SEARCHES
The same policy that governs student searches at VUHS governs the Walden
Project. When there is reasonable suspicion that a student has weapons, drugs and/or
alcohol in their possession, or in their backpack or automobile:
• The student will be asked to reveal the item(s).
• If the student refuses then the parent(s)/guardian will be notified and a
search of the student's clothing, backpack and/or automobile may be
conducted by school personnel.
• Law enforcement officials may be called.
It should be noted that we respect the rights of all students and will only resort
to student searches when faced with a grave situation that impacts the well being of
the involved student and the community-at-large.
RULES & EXPECTATIONS
– 

POLICIES & PROCEDURES
__________________________________________________________________
Walden represents a unique opportunity for students where they can come to
understand the relationship between freedom and responsibility in a meaningful way.
To that end, the students at Walden are being held to a higher standard of behavior
then their peers in the mainstream setting. All students will have the opportunity to
work directly with their instructors and their fellow students to understand the full
impact of their actions. Every student is expected to be an active participant within
the academic and social structure of Walden. Part of this active involvement includes
meaningful participation in community meetings, where students can offer and
receive feedback on behavior in the Walden Community. On occasion, situations
may arise which require outside assistance. Consequences for various problems
brought to the administration's attention are listed below. The consequences increase
when the undesirable behavior is repeated.
Detentions take precedence over any school-related function or activity.
Verbal/Physical/Sexual Harassment of Student or Staff (profanity, threats,
inappropriate remarks, pushing, etc ):
* Parental contact
* Parental conference with involved parties
* 3 day suspension - parental conference
* 5 day suspension - parental conference
* Community Meeting
Leaving School Grounds Without Permission:
* Notification to parent/guardian
* Office detention/Class cut if appropriate
* Loss of driving privileges for up to 2 weeks
* Suspension and/or loss of driving privileges for remainder of year
*Community Meeting
Possession of Undesirable Objects (firecrackers, weapons, etc.):
* Parental contact
* Suspension 1-10 days
* Meeting with Superintendent and School Board
* Community Meeting
RULES & EXPECTATIONS:
continued:
Harming School Property (restitution must be made):
– 

POLICIES & PROCEDURES
__________________________________________________________________
* Parental contact
* Suspension 1-5 days
* Restitution
* Community Meeting
Theft:
* Parental contact
* Suspension 1-5 days
* Restitution
* Community Meeting
Fighting (any attempt by a student to strike or engage another student in a
combative manner Such acts include, but are not limited to, attempts to strike with
arm(s), hands), leg(s) or foot (feet), whether or not there is contact.):
* Parental contact
* Suspension 1-10 days
* Community Meeting
Assault (on another student)
* Parental contact
* Suspension 5-10 days
* Meeting with Superintendent and School Board
* Option to notify police
* Community Meeting
NOTE: If a student does not meet the stated behavioral expectations or is a habitual
offender, a behavioral specialist will become involved. The student will be
referred to the Educational Support Team, appropriate social agencies,
Guidance Counselor and/or Home School Coordinator for assistance.
– 

POLICIES & PROCEDURES
__________________________________________________________________
SUSPENSION
The administration reserves the right to exercise discretion in evaluating
inappropriate behavior and determining disciplinary action.
A suspended student may not be on school grounds before or after school,
attend dances, social and athletic events and/or all other school activities. Students
may be suspended for up to 10 days per incident. Longer suspensions may be issued
by the Superintendent. The School Board may expel a student. In all cases, a student
will first have a conference with the administration to discuss his/her side of the
situation. Due process will be followed.
PARENTAL / GUARDIAN CONCERNS PROCEDURES
One of the guiding premises of Walden is the importance of communication
between the teachers, students, parents/guardians and administrators. We feel that it
is the right of any parent/guardian to question and thoughtfully disagree with any
given policy. It is only through this interaction that a constructive solution can be
found. While we certainly encourage regular communication between the teachers
and parents/guardians, we recognize that serious situations arise which necessitate a
clear protocol. If you, as a parent/guardian, find yourself in a position in which you
have questions about or are in disagreement with school policies or actions, please
follow the course of action suggested below:
1st Initially contact the Walden instructors or administrator immediately
involved (if the problem continues, then:)
2nd Contact the Principal (if the problem still continues, then:)
rd
3 Contact the Superintendent and ask for a meeting with yourself, the
Principal, and
the Superintendent (if the problem is still not resolved, then:)
4th Parents/guardians may request a hearing before the Board of Directors
NOTE: We will handle your concerns as quickly as possible. We will be fair and
consistent in all of our decisions and ask for your support in these decisions.
– 

POLICIES & PROCEDURES
__________________________________________________________________
PERMISSION SLIPS
All parents/guardians will be required to sign a form giving their permission
for their charge to participate in Walden activities. Because Walden makes regular
excursions out into the community to places including, but not limited to, college
campuses, state parks, coffee shops, museums, theaters, cultural events, ski resorts,
Walden Pond, correctional facilities, farms, etc., the form signed at the beginning of
the year will serve as an inclusive statement of permission. It should be noted,
however, that parents/guardians may contact the Walden staff at any time regarding
questions about Walden activities. If for any reason the parent/guardian or student
finds that a Walden excursion raises some personal concerns that they feel are not
addressed, they may choose an alternative assignment on the day that the given
excursion is taking place. Through newsletters, correspondence, and phone contact
the Walden staff will make sure that parents/guardians are informed about the
day to day specifics of the program.
TRAVEL
With the notion that the world is our classroom, we will be taking several
overnight trips during the course of the year. While formal permission slips are not
required for these sojourns, parents/guardians will be notified no less than two weeks
prior to the departure. However, every effort will be made to provide
parents/guardians with long term notice.
STUDENT TRANSPORTATION
BUSING:
Bus transportation is a privilege requiring good conduct and courtesy. Proper
conduct is expected at all times. Students who create potentially dangerous situations
and/or violate the rules of conduct may be subject to the following denial of bus
privileges:
1st Offense - up to 3 days suspension
2nd Offense - up to 10 days suspension
3rd Offense - up to 30 days suspension
4th Offense - action by the VUHS Board
Appropriate behavior is expected by students waiting for the bus, on field trips,
to and from school, and on school sponsored extracurricular trips
STUDENT TRANSPORTATION:
– 

continued
POLICIES & PROCEDURES
__________________________________________________________________
STUDENTS WALKING TO/FROM SCHOOL:
VUHS wants to maintain a good relationship with our neighbors It is expected
that all students that walk to and from school will respect our neighbors and use
public walkways The property owners also have the option of calling the police if
students trespass on their property.
STUDENT DRIVING:
Since Walden tries to avail itself of the many educational opportunities within
the community, students are allowed to use their cars, with prior approval, if they
show the compelling relationship between the need for transportation and their own
educational goals. For example, a student who is making use of the CCV/Walden
Partnership might need to drive his/her own vehicle to attend evening or morning
classes. Similarly, a student who is working at a business or organization within the
community might need to leave school early to fulfill this commitment to their
education. In such circumstances, student driving is permissible. Otherwise, students
are expected to make use of the transportation provided by the school. In any case,
prior written permission must be secured from staff and parents/guardians.
ELEVATORS
Usage of the school elevator is not allowed without prior permission. Usage of
all other elevators is allowed without prior permission except on every 5th Tuesday of
those months which contain less than 29 days in which instance permission will be
considered on a case-to-case basis. All decisions will be considered final unless a
petition containing at least 3 student signatures is submitted to the school board who
shall have the right on a majority basis to overrule the Program Director.
VISITOR POLICY
As Walden tries to foster an active relationship with the community, visitors
are a welcome part of the discourse. Adults who wish to see Walden in action must
give a minimum of twenty-four hours notice. To ensure, however, that this visit best
– 

POLICIES & PROCEDURES
__________________________________________________________________
VISITOR POLICY:
continued:
serves the students and the visitor, it is recommended that the adult schedules the
potential day of visit well in advance. When visiting, adults will be encouraged to not
just be detached observers of the Walden experience, but engaged in sharing their
thoughts, ideas, and perspectives with the students. This engagement is encouraged
since it gives the students the fullest possible sense of the many perspectives which
constitute the notion of community.
Any student is welcome to visit Walden. In order to ensure that this visit does
not disrupt the flow and continuity of the classes in the mainstream setting and the
student's individual responsibilities, two weeks prior notice is required. Prior notice is
given by first securing the permission of the Walden faculty, and then obtaining a
permission slip which is signed by his/her parents/guardians and teachers.
Students who are not part of the ANwSU are also allowed to visit. While they
are not required to obtain the same forms as those students within the district, they
must have a note which gives the consent of their parents/guardians and teachers.
Like the adult visitors, any student visitor will be expected to fully participate
in all activities while visiting Walden.
BOOKS, EQUIPMENT & FINANCIAL RESPONSIBILITY
Books and equipment distributed to students for their use are the property of
VUHS and Walden. Students assume the responsibility for these items and are
expected to pay for any damage or loss. Vandalism to school property and unpaid
fund raising money also become an obligation.
– 

ATTENDANCE
DAILY ATTENDANCE
Because of the emphasis on community and shared dialogue within the Walden
Project, attendance is an essential component of the program. Frequent absences from
class--regardless of whether or not the work is made up at home--disrupts the
continuity of the learning process Valuable interaction within the classroom cannot be
made up independently.
Consistent attendance helps to prepare students for the world of work and
higher education by developing effective communication and group interaction skills,
in addition to good habits of punctuality and responsibility
Encouraging attendance requires constant attention from students through peer
support and from faculty, staff, and administration through consistent communication
within the school and with parents and guardians
Parents and guardians are asked to please remember that Vermont Law
mandates that "each parent/ guardian having control of a child between the ages of
seven and sixteen years shall cause the child to attend an approved public or an
approved or reporting private school for the full number of days for which that school
is held."
It is disruptive to the educational process to have students leaving school
grounds during the school day It is expected that all students will remain at school
unless they have been excused by a parent/ guardian prior to their leaving. Leaving
school for lunch is not acceptable.
When a student returns to school after an absence, he/she must present a note
to the attendance secretary, written and signed by the parent/guardian stating the date
and reason for the absence. Students who have reached the age of eighteen (18) have
the right to be responsible for themselves. They must sign their 18 year old papers in
the main office. Eighteen (18) year old students must call the school before 9:30 a.m.,
– 
ATTENDANCE
__________________________________________________________________
DAILY ATTENDANCE:
continued:
on the day that they are absent or to have an early dismissal If they do not call before
9:30 a.m. the absence will be considered unexcused
Requests for extended absences must be made in writing to the Main Office
prior to the leave. Arrangements for homework and other work is the responsibility
of the student and teachers
Parents/guardians will be notified when a student has received 5 absences.
When a student is going to be absent from school the parent/guardian should
call the school between 7:30 a.m. and 9:30 a m.
MEDICAL EXCUSES
There will be occasions when a student, because of injury/illness, cannot
participate in Walden for an extended period of time. The parent/guardian must send
a note to the instructors explaining the student's injury/illness.
1) For each medical excuse up to three {3) the student will be required to make up
the class work through physical activity or a written project. This make-up
work must be completed within three days of the class that the student missed
The make-up work must be cleared with the instructor before it will be
accepted.
2) A student who totals five (5) unexcused absences in a semester may not receive
full academic credit for Walden. A student who has sustained a long term
illness/injury will receive a M (medical) on their report card as long as they
have a note from their doctor. (A medical on their report card will not affect a
student's grade point average.) In the case of serious illness, the instructors at
Walden reserve the right to modify this policy to meet the needs of the student.
Whatever modifications are made to this policy, however, must be approved by
the students, parents, and administrators.
SCHOOL CUTS
– 

ATTENDANCE
__________________________________________________________________
If a Walden student cuts a class, the following will occur:
1) The first cut from a class will result in the student meeting with the
administration and being warned that another cut may result in a series of
consequences that may culminate in being dropped from the program. A
phone call and letter notifying parents of the situation will also be sent.
2) The second cut may result in a loss of credit. Parents will be notified by
letter and the student will be on disciplinary probation.
3) Students with chronic AWOL problems will be asked to leave the program,
after the above mentioned steps have been taken.
LATE ARRIVALS
Because of the structure of Walden, a late arrival creates un-resolvable transportation
issues. A student will be considered absent if they miss the bus that leaves the high
school and an alternative administratively approved form of transportation is not
found.
For students who have a scheduled appointment, plans must be made in
advance to rendezvous with the Walden Project at an assigned destination and time.
Failure to do so will result in an absence.
– 

DAILY BUSINESS
WEATHER & EMERGENCY SCHOOL CLOSING
If the weather or other situations warrant the closing of school, it will be
announced in the mornings over the following radio stations WFAD, WVMT, WIZN,
and WOKO. You may also call the school's weather information number at
877-6604.
CLOTHING & EQUIPMENT
Thoreau once stated, "Beware of any enterprise requiring new clothes."
While we certainly appreciate the wisdom of this notion, the many cold days of winter
and the direct contact with the elements require a certain mindfulness with regards to
clothing. Consequently, warm and waterproof garments are necessary and the
following should be considered:
Wool pants
Rain parka
Warm gloves
Wool socks
Wool hat
Winter hiking boots
Long underwear
Knapsack
Sleeping bag
Waterproof matches
Flashlight
Water bottle
If there are financial concerns and adequate clothing cannot be obtained,
please contact the Walden staff.
– 
DAILY BUSINESS
__________________________________________________________________
HIGH SCHOOL & WALDEN PROJECT CALENDARS
Walden students will meet for the same days as mandated by the State and
District with regards to attendance. However, to accommodate this, Walden’s
calendar will include trips that meet on days that are not listed on the traditional
calendar of VUHS. For example, Walden students will meet for several days before
the academic calendar of mainstream students. These days will be compensated at
appropriate times during the year to ensure no academic disruption. Walden staff will
provide parents/guardians the needed information so they may plan accordingly.
Schedule for vacations will mirror that of ANwSU.
See the combined Walden and ANwSU calendars on the following page. Note
that special Walden dates are highlighted.
– 

DAILY BUSINESS
__________________________________________________________________
ADDISON NORTHWEST SUPERVISORY UNION
VERGENNES UNION HIGH SCHOOL CALENDAR
2001-2002
WITH IMPORTANT WALDEN DATES
– 

DAILY BUSINESS
__________________________________________________________________
DAILY SCHEDULE
TIME
THUR
FRI
8:30
9:30
Foundations in Social & Systems Theory
A
9:30
10:00
Journal Writing & Solo Time
--------------
--------------
10:15
MON
TUE
Community
Meeting
--------------
11:30
Indiv/Group
Presentations
11:30
12:15
--------------
1:45
1:45
2:15
--------------
CCV
Classes
or
Creative
Writing
Electives
and/or
Independent
Study
Nature
Studies
p
p
r
e
n
t
i
Lunch
--------------
12:15
WED
c
Electives
and/or
CCV
Classes
Electives
and/or
Electives
and/or
e
Independent
Study
or
Creative
Writing
Independent
Study
Independent
Study
h
Conferences / Independent Studies / Reading
p
s
s
i
NOTE: The daily schedule is subject to change due to a variety of factors such as
availability of guest speakers, field trips, CCV class offerings and the
availability of such classes as CPR/First Aid.
Several areas will remain absolute except on rare occasions:
- Foundations in Social Systems Theory
- Journal Writing & Solo Time
- Apprenticeships.
NOTE: Students are expected to arrive at VUHS by 8:00 am and then meet in the
Library. See pages 78-80 for ATTENDANCE and LATE ARRIVAL
expectations and policies.
– 

APPENDIX
– 
APPENDIX
__________________________________________________________________
MAP
– 

APPENDIX
__________________________________________________________________
STAFF BIOGRAPHIES
MATT SCHLEIN, Program Director
Matt is an avid amateur naturalist and student of philosophy. His range of
professional experience includes work as a juvenile court counselor, psychology
professor, English teacher, drama teacher, actor, writer, and director. In conjunction
with these experiences, he has traveled extensively in Europe and Asia wrestling with
issues of time, being, epistemology, and how to find a good Chinese restaurant.
Matt has his Master of Social Work and Master of Arts in Education from the
University of Michigan, Ann Arbor. He has taught English, Drama, and Psychology in
the public schools since 1992. He currently teaches at the Vergennes Union High
School, where he established and directed the Drama Program from 1994-2000, before
designing the Walden Project. He has received a number of awards for his work in
education including Dewitt Wallace and Upjohn Fellowships. He is also the founder
and Executive Director of the Willowell Foundation, Inc., a non-profit 501<c>(3) that
is dedicated to supporting local, state, and national initiatives that creatively link the
arts, the environment, and education. He lives in New Haven, VT with his wife, three
children, three dogs and a cat.
JONATHAN PARKE, Associate Director
Jonathan’s diverse interests and life experiences include: teacher, natural
sciences, computer technology, Eastern philosophy, photography, auto mechanics,
letterpress printer and publisher, art, military service, sociology, camp counselor,
theater, psychology, sailing instructor, school bus driver, the building trades, radio
announcer, and parent.
Jonathan has been an educator for twelve years working primarily with what he
loosely describes as “reluctant, and sometimes angry, students who are struggling to
identify and retain their sense of individuality.” His experience in education
includes: Educational Surrogate Parent, Behavioral Specialist, educational consultant,
and off-campus instructor. He is currently pursuing his Masters in Education at the
University of Vermont. He lives in North Ferrisburg, VT and often on his sailboat on
Lake Champlain from May to November.
– 

APPENDIX
__________________________________________________________________
BIBLIOGRAPHY: WORKING
This bibliography is a continual work in progress designed to give the reader a
philosophical context for the Walden Project. It also serves as a road map for those
individuals looking to gain more information about the origins of the project’s concepts.
Apple, Michael.(1979) Ideology And Curriculum. London: Routledge & Kegan Paul.
A critique of schools as institutions which reproduce the power relationships which
already exist in society.
Aptekar, Lewis. (1988) Street Children Of Cali. Durham: Duke University Press.
Lewis Aptekar earned his Ph.D. in the U. of M. School Of Education. His
dissertation was one of the first I know of to rely on participant-observation methods
to collect information. He lived the life of a high school student and described how he
and his student colleagues were treated. This book is his first. It reports his experience
with abandoned children in Columbia. It always seems to be the children who are hurt
most in a society which is having problems. The USA is no exception.
Aries, Phillipe. (1962) Centuries Of Childhood. New York: Vintage.
The 17th century is the time when childhood is painted, written about, and noticed.
Prior to this time, children were treated as small adults. People now admit their
feelings for children.
Armstrong, Michael.(1980) Closely Observed Children: The Diary of a Primary
Classroom. London: Writers and Readers Publishing Cooperative Society.
"This book is about 32 eight to nine year old children in an English primary school;
about the intellectual growth and intellectual achievement; about understanding the
understanding of children. It is not a study of classroom life as a whole; for example,
it contains little about the social life of the class or about the organization of
classroom activity. Its aim is to explore some of the ways in which the children
learnt, within a classroom environment, as they sought to make sense of the world and
to reflect upon their own experience of it. It examines the intellectual experience of
children in one particular classroom for the light it may shed on intellectual growth in
general."(p.1)
Atwell, Nancy. (1987) In The Middle: Writing, Reading, and Learning With
Adolescents. Portsmouth, NH: Boynton Cook/Heinemann.
– 

APPENDIX
__________________________________________________________________
A hands on account of teaching and learning from a teacher of writing. It is full of
the kind of detail which a beginning teacher can use. This resource will be helpful to
everyone who wants to engage students with one another in group learning activity.
Ayers, W. To Teach: The Journey of a Teacher. New York: Teachers College Press.
A journey through the life of a thoughtful teacher. This is a book for those who want
to understand what progressive education means for our time. It is a good companion
volume to the works of Maxine Greene and Eleanor Duckworth.
Barritt, Loren S. 1996 An Elementary School In Holland: Experiment in Educational
Practice. Utrecht, the Netherlands: International Books.
The story of a single school year in a Dutch "Basis" school written by an American
who did his best to tell the story of life as the teachers and children were living it.
Barritt. Loren; Beekman, Ton; Bleeker, Hans, & Mulderij, Karel (1985)Researching
Educational Practice. Grand Forks, North Dakota: Center for Teaching and Learning.
A defense of descriptive, interpretive, phenomenological research and a manual
which illustrates in some detail how written descriptions can be analyzed. I like this
book a lot. It deserves a wider audience.
Barker, R.G. and Gump, P.V. (l964.) Big School, Small School. Stanford, Ca.:
Stanford University Press.
Careful studies of schools of different sizes reveal differences between large and
small schools in matters that would appear to affect satisfaction quite markedly.
Students in small schools participate more broadly in the life of the school, are more
likely to be known by teachers, and are less likely to be left out of activities. It
appears to be more difficult in small schools for the more extreme peer group values
to take hold.
(Notes taken from Goodlad, l984, p. 369-70) Big School, Small
School is concerned with the effects of high school size upon the behavior and
experience of high school students. It represents a serious and systematic attempt to
view high schools from an ecological standpoint. (Notes from Sarason, p. l24-6)
Bauer, Anne M., and Sapona, Regina H. (1991) Managing Classrooms To Facilitate
Learning. Englewood Cliffs, NJ: Prentice Hall.
With all the recent interest in "managing classrooms"--as though it were the walls
and desks which were acting up--you would think someone might get the idea that
things aren't going so well in school. We adults find it easier to "manage" than to
change.
Blaise, M. (1995) In These Girls Hope Is A Muscle. New York: Atlantic Monthly
Press.
The story of a year in the life of the Amherst High School Hurricanes.
– 

APPENDIX
__________________________________________________________________
Borish, Steven, M. (1991) The Land of the Living: The Danish Folk High Schools and
Denmark's Non-violent Path To Modernization. Nevada City, CA. Blue Dolphin
Press.
A review of the history of Danish Folk High Schools with chapters discussing their
daily life.
Bossert, S. Tasks and Social Relationships in Classrooms. Cambridge: Cambridge
University Press. l979.
This is a 2 year study of upper middle class 3rd and 4th graders. Bossert writes a
descriptive ethnography of 4 classrooms. Two groups of children are observed for 2
consecutive years; one group with similar classroom task experiences over both years,
the other group with differing. Each week, each classroom was observed for 3-4
hours, scheduled in a rotating sequence to sample all activities in which the children
participated. Informal conversations with teachers, pupils, the principal, counselors,
and parents occurred frequently, and notes were recorded. Also, several formal
interviews were scheduled. Bossert examines how the structure of activities,
particularly the nature of common, recurrent instructional tasks, shape both teacher
and pupil behavior.
Bottstein, Leon (1997) Jefferson’s Children: Education and the Promise of
American Culture. New York: Doubleday.
This recent best seller is an intelligent and scathing critique of the American
School System. He raises some important questions about the premise behind public
schooling and the unfortunate realities that govern the day to day functioning of our
schools. He is a bit of a local celebrity from his talks in Middlebury and Burlington,
where he has engaged educators and community members alike with his thoughtful
polemic approach.
Bowles, Samuel and Gintis, Herbert. (1976) Schooling in Capitalist America:
Educational Reform and The Contradictions of Economic Life.. New York: Basic
Books.
A now classic account of the failure of schooling to contribute to social and
economic reform in the USA. "Our analysis of the repressiveness, inequality, and
contradictory objectives of contemporary education in America is not only a critique
of schools and educators, but also of the social order of which they are a part."(p. vii)
Boyer, Ernest L. (1983) High School: A Report On Secondary Education In America.
New York: Harper & Row.
It’s not a report about education in 'America." Its a report about schools in the USA
funded by the Carnegie Foundation and based on visits to high schools all over the
– 

APPENDIX
__________________________________________________________________
country. The schools are then profiled and based on the profiles conclusions are
drawn about what needs to happen to improve high school. They recommend many,
many wonderful changes. Unfortunately most of them will never be implemented in
our life time.
Bringuer, Jean-Claude.(1977) Conversations Libre Avec Jean Piaget. Paris: Editions
Robert Laffont.
A transcript of several days of talk between Mr. Bringuer and Prof. Piaget about
Piaget's work and his thinking about it. They are pleasant conversations and represent
an easy way to come to know more about Piaget and his work. The book has been
translated into English. I think the title is "Conversations with Jean Piaget.
Bruner, J.(1996) The Culture Of Education. Cambridge: Harvard University Press.
A collection of essays in which current views of education are presented by someone
who has spent more than forty years thinking and writing about educational matters.
These essays present a picture of education which is more complex and nuanced than
views held by most psychologists even ten years ago. He even concedes that there are
some issues that are so complex that an accurate view must allow for mutually
contradictory answers.
Carini, Patricia F.(l979) The Art Of Seeing And The Visibility Of The Person.
North Dakota Study Group on Evaluation , University of North Dakota Press. (Write
to : Center for Teaching and Learning, P.O. Box 8158, Univ. of North Dakota, Grand
Forks, N.D. 58202)
A very thoughtful reflection on the meaning of experience and what we are doing-without being aware of it--when we observe and think we understand another person.
She explicitly attempts to counter the technological view of observation which
reduces others lives to a set of categories.
"The effort of reflecting on the universal, conducted in counterpoint with the effort of
describing the child's particular perspective and relatedness to the things--the
mediums and motifs-- which provoke his thought, leads to a compositional integration
that maintains the concreteness of the particular details and yet transcends them."
(p.9) "The standard which guides reflective observation is imagination." (p.19)
Carini, Patricia F.(l982) The School Lives of Seven Children: A Five Year Study
North Dakota Study Group on Evaluation, University of North Dakota Press.
(Write to : Center for Teaching and Learning, P.O. Box 8158, Univ. of North Dakota,
Grand Forks, N.D. 58202)
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kindergarten. Descriptions are given of 7 school children and their experience of
learning from Pre K to 3rd grade. Each child is attending a different school.
Portrayals of each child are based on observations and descriptive records of their
classroom participation as well as collections of their classroom products: drawings,
writings, paintings, etc. Commonalities and contrasts in each child's perspective on
learning are explored. Implications and recommendations for educators are discussed.
Cazden, Courtney. (1988) Classroom Discourse: The Language Of Teaching And
Learning. Portsmouth, NH: Heinemann.
"The study of classroom discourse is... a kind of applied linguistics--the study of
situated language in use in one social setting. I hope that this study will answer
important educational questions." (p.3) This book is based on her own research in
primary classrooms but includes discussion of research by others in secondary
schools.
Center For Language In Primary Education. (1988) The Primary Language Record:
Handbook For Teachers. Portsmouth, NH :Heinemann Educational Books. 70 Court
St., Portsmouth, N.H.03801.
This is one of the most sensible works on evaluation that I know of. The ideas were
developed by teachers and written by the staff of the Center. It is focused on
elementary grade students in London, England but the principles which guide the
proposals are applicable at any age in any country.
Chandler, K.(1995) Passages Of Pride: Lesbian And Gay Youth Come Of Age. New
York: Times Books.
Chandler, a journalist writes of the lives of five young adults, two men and three
women, from Minneapolis who tell about their experiences growing up. It becomes
evident from these stories that many schools are not safe places for gay and lesbian
students. Chandler writes as well of his own concerns as a researcher writing about
this loaded topic.
Chukovsky, Kornei. (1966) From Two To Five. Berkley: University of California
Press.
A delightful record of the creativity of the young child's speech. It illustrates that
children invent anew as they learn their native tongue.
Churchill, E.H. E. and Petner, J.N. Jr.( l977) Children's Language and Thinking: A
Report of Work In Progress. North Dakota Study Group on Evaluation, University of
North Dakota Press.
l yr. study of the use of children's language as a basis for staff development. The
classroom activity of 12 kindergarten and 8 first graders was observed, recorded and
analyzed. Workshops were conducted by staff developers and classroom teachers and
were recorded and analyzed. The purpose was to assess the effectiveness of the
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classroom program.
Cochran-Smith, Marilyn.( l984) The Making of a Reader. Norwood, New Jersey:
Ablex Publishing Corporation.
Adults and children are observed for l8 months at a Nursery School, a private,
cooperative preschool in a residential section of Philadelphia. The study results in a
description of one model for the making of readers in one environment. CochranSmith takes an ethnographic perspective in describing both what the children knew
about print and how they came to know it. She gives cultural and social explanations
for how children become readers. Methodology included observations with careful,
systematic note taking on nursery school literacy events, supplemented by audio
recording and transcribing of story readings.
Coleman, J. S. ( l96l) The Adolescent Society. New York: The Free Press.
Everhart describes this work as a detailed study of senior high school. Studied are l0
schools. The image of good scholarship as a factor in high school actually diminishes
during the first two years of high school, while at the same time, the importance of
informal prestige generating mechanisms, such as athletics and clothes increase
during those two years. Prestige maintenance for social groups can be increased or
decreased by the student groups themselves rather than academic qualities which are
judged by adult standards. (Notes from Robert Everhart)
Coles, Robert.(1986) The Moral Life of Children: How Children Struggle With
Questions of Moral Choice in the United States and Elsewhere. Boston: Houghton
Mifflin.
Coles believes that you learn important things from talking to people. He has lived
out his professional life talking to young people in crisis situations all over the world.
This book is just one of his latest. He is a sympathetic listener who finds in the voices
of young people extraordinary sense which many other observers who have used
"objectivist" methods to extract information have missed.
Coles,Robert. (1986) The Political Life of Children.. Boston: The Atlantic Monthly
Press.
Cottle, Thomas. (1973) The Voices of School: Educational Issues Through Personal
Accounts.Boston: Little Brown.
Stories from close at hand about the lives of students and teachers. This is just one of
several of the books that Cottle
has written in which the sense of young peoples lives are made visible.
Cusick, P.( l972) Inside High School. New York: Holt, Rinehart, & Winston.
This is a case study of l high school in which Cusick spent 6 months with a group of
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seniors. How a student constructs his/her social self and forms a perspective on
student life depends on how he perceives himself in relation to various features of his
environment. Schools have two subsystems, 'a production system' concerned with
academic achievement and a 'maintenance system' concerned with all other activities
in school. Cusick concluded that 'students spend very little actual time involved in
actual interaction with the teachers. Rather, their time is spent in social interaction.
(Notes taken from Robert Everhart)
Davies, Bronwyn. ( l982) Life in the Classroom and Playground. Boston: Routledge
& Kegan Paul.
The book is the result of a research question, "How do children perceive or construe
their social world? Studied is one class of l0 and 11 year old Australian children in a
primary school. The children are mostly of working class families and some are
Aboriginal. The material was collected through listening, observing and interacting
with children during the year l976. The book includes transcripts of the children's
conversations about family, friends, and teachers as well as an intertwining
narrative.
Delpit, L. (1995) Other Peoples Children: Cultural Conflicts In The Classroom. New
York: The New Press.
This is a set of essays by a former public school teacher about her experiences in the
classroom with children who are from cultural backgrounds quite different from that
supposed by her teacher-education preparers. She develops a trenchant critique of
the ways of teaching that predominate in schools, saying that those approaches are
not necessarily appropriate for all children.
Dennison, George. (l969) The Lives of Children: The Story of the First Street
School. New York: Random House.
Dewey,J.(1938) Art As Experience. New York: Minton Balch.
"Science states meanings art expresses them." p.84.
"Art involves selection. Lack of selection...results in unorganized miscellany. The
directive sources of selection is interest; an unconscious but organic bias toward
certain aspects and values of the complex... universe in which we live." p.98
Dewey, J.(1938) Experience And Education. London: Collier.
An extended essay on the progressive view of schooling with a defense of its
proposals.
Driscoll,J.( 1992) Wanting Only To Be Heard. Amherst: University Of Massachusetts
Press.
Short stories of a young boy growing up in the UP of Michigan trying to negotiate
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his youth in the hands of an angry father and no mother. The stories are all riveting
and interesting, many are frightening. They present a picture of growing up male in
the rural USA which deserves understanding and attention.
Everhart, Robert. (1983) Reading, Writing and Resistance: Adolescence and Labor in
a Junior High School. Boston: Routledge and Keagan Paul.
Everhart spent two years in a junior high school getting to know the students and
their lives in classrooms. This book describes his experiences and theirs, often in their
own words. It is a striking reminder of what our lives were like then too. It serves to
demonstrate that all of us can learn a great deal from our pupils if we will only take
their lives seriously. It also makes clear that all the efforts of the bureaucrats to
"reform" education are likely to come to nothing so long as we ignore the lives of the
young people who are locked up in schools.
Elder, John(1997). Reading the Mountains of Home. Cambridge, MA: Harvard
Press.
This is a wondereful text that shows the fundamental relationship between the
landscape, the environment, and our sense of self. By tracing one of Robert Frost’s
poems, John Elder takes us on a personal and historical tour of the woods of Adiison
County, Vermont. It raises some important questions about how individuals relate to
their environment and the future direction of our movement as a culture.
Fine, Gary,A.(1987) With The Boys: Little League Baseball and Preadolescent
Culture.Chicago: University of Chicago Press.
I first heard of this book from a British anthropologist of education who said that
often you learn more about education of young people in a country by studying
something other than life in school. She used this book as an example, asserting that it
had taught her more about education in the USA than had the school ethnographies
she had read. It does give a striking picture of the education of little boys in our
country. It reminds me of a statement I heard during the Gulf War: "If we don't find a
way to change the education of males in our society we will be in real trouble in
future." This book provides a picture of where we are at the moment.
Fishman, A.(1988) Amish Literacy: What And How It Means
Fishman participates in the lives of Amish children and writes of the ways that
literacy in school and in the home plays a role in the lives of children and adults. This
is a fine look at the way ideology plays a role in Amish lives. Their choices are made
visible because they are different from our own, but we are led to ask how must our
own commitments manifest themselves.
Fletcher, Ralph (1991) Walking Trees: Teaching Teachers In The New York City
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Schools. Portsmouth, NH: Heinemann.
Ralph Fletcher is a writer who travels the NY city schools helping teachers become
better teachers of writing. He encourages them and demonstrates for them. In the
process he comes across many wonderful student-writers who blossom with his help.
His efforts with some teachers is less successful. In the end he becomes discouraged
at the pace of change which leads to his title. Changing schools is like getting trees to
walk.
Freedman, Samuel.(1991) Small Victories: The Real World Of A Teacher, Her
Students and Their High School. New York: Harper&Row.
This is a realistic look at the lives of a teacher and some of her students. Because it is
New York the picture is intense. The students who are having difficulties are in
horrendous trouble and the students who are making it are cause for celebration. As
the title suggests there are very few of the latter. The teacher whose story this is works
impossibly hard at her job. As many of you are preparing
to make a change into teaching guess what she has decided to do?
Frey, Darcy (1994) The Last Shot. New York: Houghton Mifflin.
The story of a group of high school basketball players who live in one of the worst
projects in Coney Island, New York. These young men play basketball exceedingly
well and are the subject of interest by big time college coaches. The author, a young
journalist, is able to enter their lives just as they eventually enter his. The story is
written with poetry and passion. It is a parable of our time involving money, sport,
and exploitation and the hopes of desperate young men.
Freire, Paulo. (1968) Pedagogy of the Oppressed. New York: Seabury.
This book is probably the one which sets out Paulo's ideas about teaching and
learning best.
Gilligan, Carol. (1977) "In a different voice: Women's conceptions of self and
morality.' Harvard Educational Review.47:481-516.
She argues that women have a different perspective on morality than do men. She
particularly dissents from the views of Lawrence Kohlberg about the stages of moral
development being universal. Her work is an example of the difference made by
interpretive work. She talks directly with her informants, "voices we have not heard."
Gilligan, C.;Lyons,N.P.; Hansen,T.J. (1990) Making Connections: The Relational
Worlds Of Adolescent Girls At The Emma Willard School. Cambridge: Harvard
University Press.
Glenn, Mel. (1982) Class Dismissed: High School Poems by Mel Glenn.New York:
Ticknor & Fields.
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A series of poems which give voice to adolescents written by a high school English
teacher in Brooklyn, New York. I suppose by literary standards they aren't great but
they are another vision of life from the student's point of view. I think they could also
be quite useful to read to kids as a way to test the author’s voice and provoke
discussion.
Glenn, Mel. (1986) Class DismissedII: More High School Poems .New York: Ticknor
& Fields.
More of the above.
Goffman, Erving.(1959) The Presentation of Self in Everyday Life. Garden City,
N.Y.: Doubleday, Anchor.
An explication of the way we play roles to become who we are. This is a brilliant
analysis which reveals that the things we take for granted about self and other are
quite complicated and interesting when studied up close. "To be a given kind of
person...is not merely to possess the required attributes, but also to sustain the
standards of conduct and appearance that one's social grouping attaches thereto. The
unthinking ease with which performers consistently carry off such standardmaintaining routines does not deny that a performance has occurred, merely that the
participants have been aware of it." (p.75)
Goffman, Erving.(1961) Asylums . Garden City, N.Y.: Doubleday, Anchor.
A descriptive analysis of "total institutions" though focused on asylums for round the
clock care manages to reveal much about schools which are , if not total in quite the
same sense, nevertheless pretty total when you are a student.
Gould, Stephen, Jay.(1981) The Mismeasure of Man. New York: W.W. Norton.
"This books seeks to demonstrate both the scientific weaknesses and political
contexts of determinist arguments....I criticize the myth that science itself is an
objective enterprise, done properly only when scientists can shuck the constraints of
their culture and view the world as it really is."(p.21)
Good,T. and Brophy, J.E. (1991) Looking in Classrooms 5th Ed. New York: Harper
Collins.
An encyclopedic review of research in classrooms.
Grant, Gerald. (1988) The World We Created At Hamilton High. Cambridge: Harvard
University Press.
The story of one high school against the backdrop of reform efforts in the present
and recent past.
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Greene, Maxine. (1988) The Dialectic of Freedom.New York: Teachers College
Press.
"My focal interest is in human freedom, in the capacity to surpass the given and look
at things as if they could be otherwise."(p.3) Maxine Greene has been a voice for a
meaning-full understanding of experience in opposition to the fragmented and
decontextualized approach to understanding which has dominated educational study
in the USA up to our day. I urge you to read her. You will find her writings full of
insights which are not generally offered in readings by other educators. She is unique.
Note for example that she is one of the few who doesn't need semicolons in her titles.
Greene, Maxine.(1978) Landscapes of Learning. New York: Teachers College Press.
A collection of essays written between 1974 and 1977.
Guba, Egon, and Lincoln, Yvonna.(1981) Effective Evaluation: Improving The
Usefulness of Evaluation Results Through Responsive and Naturalistic Approaches.
San Francisco: Jossey Bass.
If the translation of all important educational events into numbers is an impossibility
then this book with its discussion of descriptive approaches is important.
Heath, Shirley, Brice.(1983) Ways With Words: Language, Life and Work in
Communities and Classrooms. Cambridge: Cambridge University Press.
A careful, comparison study of the ways children are raised in different social and
ethnic groups in the piedmont of North Carolina with particular attention to the ways
that language functions in home and community. She shows rather convincingly that
language isn't used in the same ways in each community and that some habits of
language which children grow up with are more like those they will meet in school
than are others. The book demonstrates the importance of understanding the child's
context for teaching.
Henry, Jules.(1965) Pathways To Madness. New York:Vintage.
An extraordinarily revealing study of five families who have managed to run the sort
of household that has contributed to the "mental illness" of one of their children. He
says in his introduction that the book is written for children in hopes that it might
reduce the misery in their lives.
Hirsch,E.D.(1996) The Schools We Need. N.Y. Doubleday.
He sees our schools failing because they are not sufficiently concerned about the
formal teaching of the important curriculum which is the foundation of western
civilization.
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Hollingshead, A.B.(1949) Elmtown's Youth:The Impact of Social Classes on
Adolescents. New York: John Wiley.
"This volume is an analysis of the way the social system of a Middle Western Corn
Belt community organizes and controls the social behavior of high-school-aged
adolescents." A classic study.
Horton, Myles;with Judith Kohl and Herbert Kohl.(1990) The Long Haul: An
Autobiography. New York: Doubleday.
The story of Myles Horton's life. Myles Horton was the founder of Highlander Folk
School near Chattanooga, Tennessee a place where nearly all the important civil
rights leaders were able to go for educational sustenance in the early days of the
movement. His classroom consisted of a large room with a circle of rocking chairs.
This is a man you would enjoy getting to know. A real educational hero.
Horton, Myles. & Freire, Paulo. (1990) We Make The Road By Walking.
Philadelphia: Temple University Press.
The transcription of several conversations between two revolutionary educators, one
Brazilian and the other American. It is a bit repititious but a good introduction
nonetheless to the ideas of both men.
Hostetler, John,A.and Huntington, Gertrude, Enders.(1971) Children in Amish
Society: Socialization and Community Education. New York: Holt Rinehart and
Winston.
An ethnographic study of the ways that Amish children are educated, in and out of
school. Compare this study to the more recent Amish Literacy by Fishman.
Jackson. Phillip W. (1968) Life In Classrooms. New York: Holt Rinehart and
Winston.
The book which is generally credited with beginning the research move to study life
in classrooms. He spent a year watching in elementary classrooms and then wrote this
book about his experience integrating with it other studies about schooling and its
effects. He takes a close look at classroom life.
Jones,V.F.&Jones,L. (1990) Comprehensive Classroom Management 3rd Edition.
Boston: Allyn & Bacon.
A compendium of how-to strategies for controlling a classroom.
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Kane,P.K.(Ed.) My First Year As A Teacher: Real Stories From America's Teachers
Teachers submit accounts of their first year of teaching. From 400 submissions 25
were selected for presentation in this book
Kaplan, Alice.(1993) French Lessons. Chicago: University of Chicago Press.
The story of one woman's fascination with things French. She recounts how her life
was shaped by people, ideas and events which pointed her to France and the French
language. The book is classified as a novel. It illustrates what can be done to uncover
the meaning of experience when the author is freed from the constraints of academic
rhetoric.
Kidder, Tracy.(1989) Among Schoolchildren. Boston: Houghton Miflin.
A journalist spends a year in an elementary school and describes what he sees.
Kohl, H. (l967) Thirty-six Children. New York: New American Library.
Another teacher reports of the difficulties of teaching children in an inner city school
where change seems difficult to envision and the only hopeful sign is the spirit of the
children and their hunger to learn when they are given the chance.
Kotlowitz, A. (1991) There Are No Children Here: The Story Of Two Boys Growing
Up In The Other America. New York: Anchor Doubleday.
This is the story of two boys,Lafayette and Pharaoh, growing up in the Henry Horner
Holmes housing project in Chicago. Kotlowitz spends time with these boys, one ten
and the other seven when the work begins, over a two year period. This book follows
Lafayette and Pharaoh over a two year period as they struggle with school, attempt to
resist the lure of the gangs, and mourn the death of friends, all the while searching for
inner peace."
Kozol, J. (l967) Death at an Early Age. Boston: Houghton Mifflin.
A teacher's report of life in a 4th grade segregated classroom during the academic
year l964-65, in the Boston Public Schools. Kozol was sent into an overcrowded
ghetto school as a substitute teacher but given a year long assignment. He describes
how the school system was designed to preserve the racial status quo, rob students of
self-respect and individuality, and subsequently how he came to be fired as a teacher
for deviating from the approved 4th grade course of study.
Kozol, J. (l991) Savage Inequalities. Boston: Houghton Mifflin.
The shameful story of the inequalities offerred to school children in the USA where
some districts have more than twice as much to spend per pupil than others,
sometimes within the same state. Where some countries see that more is spent on the
poorest pupils in the USA we spend more on the richest children.
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Kozol, J. (1995) Amazing Grace. New York: Harper.
Kozol has a taste for the significant. He studies and writes about topics that matter,
this time the lives of children and their parents in the poorest of New York
neighborhoods. This is participant observation at its best. He not only learns about
the lives of those he studies but is able to relate the small picture to the larger one.
Lefkowitz, B.(1998) Our Guys: The Glen Ridge Rape and the Secret Life of the
Perfect Suburb. Berkley: UC Press.
A riveting and very, very disturbing story of a group of high school athletes who
took sexual advantage of a mentally retarded girl with whom many of them had
grown up. As I read I found myself wondering how any group could be so cruel. The
aftermath is almost as difficult to fathom as the incident itself. Perhaps athletes in our
society truly are above the law.
Lightfoot, S.L. The Good High School
A study of six high schools--private, public, urban and suburban--to discover what
makes them good. She spends time in these schools observing and getting to know
the climate and the people. She finds that in these six schools students and faculty
know and care about one another.
Lopate, Phillip.(1975) Being With Children. New York: Garden City: Doubleday.
A young poet spends a year -1967-teaching poetry in an elementary school. He
winds up a member of the school team putting on plays, infusing an artist’s
perspective into the life of the school. His observations about children and schooling
are worth reading. Mr. Lopate has gone on to become a rather well known writer in
his mature years. If you like this book you might also enjoy his Against Joie De
Vivre.
Lukas, J.A. (1986) Common Ground. N.Y.: Vintage.
The story of desegration in Boston as seen by families on different sides in this bitter
controversy.
Matthews, Gareth. (1980) Philosophy And The Young Child.. Cambridge: Harvard
University Press.
A medieval philosopher becomes interested in his children's musings about time and
other puzzling matters. He pays attention to what they ask and decides that they are at
work on some of philosophy's most difficult puzzles. This book is about his
discoveries and the implications which he draws from them. He becomes convinced
that schemes which place children on some lower intellectual rung are wrong-headed.
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McCabe, P. (1992) Butcher Boy. New York: Fromm International
How are we ever to understand the mind of those who insane if we are not willing to
enter their lives imaginatively? McCabe takes us on a scarey journey into the life of a
neglected child who becomes a murderer of a child. We see the world view which
leads to the dead develop.
Metz, Mary Haywood. (1978) Classrooms And Corridors: The Crisis Of Authority In
Desegregated Secondary Schools. Berkley: University of California Press.
"The primary task of this book is...detailed description of life in the classrooms of
two desegregated urban junior high schools.The book is based on... field work in the
schools... over a period of more than a year" (p.ix)
Mortimore, Peter; Sammons, Pamela; Stoll, Louise; Lewis, David; and Ecob,Russell.
(1988) School Matters. Berkely: University of California Press.
"The authors traced the fortunes, over a period of four years, of 2000 pupils in 50
randomly selected London primary schools. They examined precisely what went on in
these schools and measured the varying effects on the pupils progress." The identify
the factors which they think contribute to school success. (From book cover)
Nel, B.F. (1974) Fundamental Orientation In PsychologicalPedagogics.
Stellenbosch/Grahamstown,S.A.:University Publishers and Booksellers.
"...In order to understand man in his situation or the child in the pedagogical
situation, one must first provide an accountable version of that which one understands
by man or the child of man. One must hold a conception of man or an anthropology
:in so doing, one is immediately involved in philosophical anthropology, the science
which aims at establishing an accountable conception of man. Pedagogics and
psychological pedagogy are thus inevitable involved in philosophical anthropology,
particularly the philosophical anthropology of the twentieth century. (p.15)
Orenstein, P. (1994) School Girls: Young Women,Self Esteem,And The Confidence
Gap.New York: Doubleday.
The story of a journalist getting to know girls in several middle schools in
California. She chronicles their views on growing up and going to school.
Paley, Vivian.(1988) Bad Guys Don't Have Birthdays: Fantasy Play at Four.
Chicago: University of Chicago Press.
"I have come to the classroom of three and five year olds to uncover their
secrets...This year three themes dominate the stage: bad guys, birthdays, and babies.
What does it all mean? The magical rhythm that bounces back and forth between this
odd triad is just beyond my reach.. One must be able to see through the disarray and
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concentrate on the drama."(p.vii) A teacher who takes her children seriously and
writes about them as though they really had something to teach us.
Paley, Vivian.(1981) Wally's Stories. Chicago: University of Chicago Press.
A pre-school teacher who gets up at four in the morning to write down the stories of
her children. This book illustrates that there is always more for the teacher to learn
from her students and that by adopting that attitude the children also learn more from
the teacher. She continues to chronicle her classes and was recently recognized with
big bucks by the MacArthur Foundation for her work.
Paley, Vivian. (1992) You Can't Say You Can't Play. Cambridge: Harvard University
Press.
A glimpse into the moral dilemna of a teacher who decides to take a stand for the
children and herself. I think this a wonderful book for what it shows about the vaule
of reflection and writing in teaching and for what it shows about the imprefection of
practice in comparison to ideas about practice.
Paley, Vivian. (1995) Kwanza And Me, Cambridge: Harvard University Press.
A return to the issues of her first book, White Teacher. What is the role of a white
teacher in the lives of her African American pupils? This is a disturbing book for
what it suggests about the difficulties of the issue but at the same time heartening for
what it shows of a courageous and insightful teacher facing the difficult issues of her
classroom with all her might.
Peshkin, Alan. (1986) God's Choice: The Total World Of A Fundamentalist Christian
School. Chicago: University Of Chicago Press.
Peshkin spent more than a year in this school watching and talking with everyone.
He writes a very kind story of the school but it shows nevertheless that all is not well
with these schools.
Polakow( Suransky), Valerie. (1993) Lives On The Edge. Chicago: University of
Chicago Press.
The story of poor women raising their children alone. Individual stories give
meaning to the statistics about poverty and children in the United States. The book
makes the case that children are being punished for the poverty of their parents. It is a
hard hitting presentation.
Polakow( Suransky), Valerie.(1982) The Erosion Of Childhood. Chicago: University
of Chicago Press.
A study of five different day care settings written by someone who spent two years
observing what goes on when parents leave. It is a disturbing picture. It suggests that
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no one should leave their child in one of these places without dropping in
unannounced from time to time. It is an illustration that the pressure to teach at ever
younger ages in spite of the evidence that it doesn't help much and may actually be
harmful is alive an well in our society.
Powell, Arthur; Farrar, Eleanor; and Cohen, David,K.(1985) The Shopping Mall High
School: Winners and Losers In The Educational Marketplace.Boston: Houghton
Mifflin.
Think of the high school as a shopping mall, a place where the consumer has every
possible choice and the seller is merely trying to satisfy her whim. This is what
Powell and his colleagues ask you to do in their study of the modern high school.
They cite numerous examples from their visits to schools to illustrate that everything
is not possible if we want to improve secondary education in the USA.
Price,R. (1974) The Wanderers. NY:Penguin.
The story of a gang of adolescents growing up in the north Bronx during the 60’s.
This is a very disturbing look at growing up male in the USA.
Rose, Mike. (1989) Lives On The Boundary: A Moving Account Of The Struggles And
Achievements Of America's Underclass. New York: Penguin.
Rose grew up in south Los Angeles. He escaped from a life on the margins of our
society by entering a college program aimed at rescuing the educational underclass.
He went on to spend his adult life working with similarly disadvantaged students. The
book reports his experiences and the lessons he has drawn from his work over a 20
year career.
Ryan,K.(Ed.) (1992) The Roller Coaster Years: Essays By And For Beginning
Teachers. New York: Harper Collins.
Stories by 12 teachers about their lives in classrooms
Sachar, E. Shut Up And Let The Lady Teach: A Year In A Public School
A reporter takes a year off to teach in the 8th grade of a Brooklyn school and reports
on her experience from hiring to the end of the year.
Samuda, Ronald J. (1975) Psychological Testing Of American Minorities: Issues and
Consequences. New York: Dodd Mead.
A discussion of the effects of testing on "minority" children for someone who thinks
that testing isn't all bad. His last chapter is a discussion of alternatives.
Schon, Donald A.(1983) The Reflective Practitioner. New York: Basic Books.
A defense of practical knowledge and of the need for those who practice it to reflect
about what they know and how they come to their understandings, not as an
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additional part of their work but as an integral part of their lives. An argument against
the view that researchers should study and teachers should wait to be told what they
found out.
Shaw, Clifford.(1966) Jack The Roller: A Delinquent Boy's Own Story. Chicago:
University of Chicago Press.
Originally published in 1930 this study of one delinquent boy is of interest as a
comparison with the current situation. The more things change the more they remain
the same.
Shuman, Amy.(1986) Storytelling Rights:The Uses Of Oral And Written Texts By
Urban Adolescents. Cambridge: Cambridge University Press.
"This study is based on two and one-half years of fieldwork (from January 1979 to
June 1981) among the students of Paul Revere Junior High School, an inner-city
school in the eastern United States. The students attending this three-year junior high
school were drawn in roughly equal numbers from adjacent black, white and Puerto
Rican neighborhoods." (p.3)
Silberman, Charles. (1970) Crisis In The Classroom. New York: Random House.
He studied schools all over the USA in the late 1960's. He found:"Schools fail...less
because of maliciousness than because of mindlessness." It is enough to make
someone weep to realize that his analysis was presented more than 20 years ago and
things have remained pretty much the same. 'Mindlessness" must be a pretty
satisfactory state.
Sizer, Theodore. Horace's Compromise: The Dilemma Of The American High School.
Boston: Houghton Mifflin.
An exploration of the problems with high schools in the USA. The first of a threepart study with 'The Shopping Mall High School" and "The Last Little Citadel." It
presents a realistic picture of the compromises teachers must make in order to teach in
a large "comprehensive" high school. It also offers a program for change which is
now being implemented in many places across the USA.
Spindler, George &Spindler, Louise.Eds. (1987) Interpretive Ethnography Of
Education: At Home And Abroad. Hillsdale, N.J.: Lawrence Earlbaum.
A presentation about the doing of descriptive-interpretive research in schools and
many examples of such study from places near and far away. The editors are viewed
by many as the founding parents of this research tradition in education.
Taylor, Denny &Dorsey-Gaines, Catherine. (1988) Growing Up Literate: Learning
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From Inner City Families. Portsmouth, NH: Heinemann.
A study of the development of children's literacy among the urban poor. As I read
about the difficulties faced by these children and their parents I marveled at their
resilience and spirit and despaired at the uncaring nature of our society. How does any
child come to deserve poverty? How does any child come to deserve wealth?
Thoreau, H. D. (1995). Walden; or, Life in the Woods. New York: Dover
This work chronicles Thoreau’ sojourn into the woods where he attempted to look at
“the essentials” of what it meant to be human; divorced from the social and
institutional mandates of his day. By closely observing and reflecting on his
relationship with nature and the world around him, he gained invaluable perspective
and understanding. The outgrowth of the philosophy in this book has inspired many
great thinkerrs including Gandhi and Martin Luther King Jr., and is considered by
many to be one of the foundational texts for current environmental and conservation
movements.
Tuan, Yi Fu. (1993) Passing Strange and Wonderful. Washington D.C.: Island
Press/Shearwater Books.
"This book is about the great importance of the aesthetic in our lives...The pervasive
role of the aesthetic is suggested by its root meaning of 'feeling'- not just any kind of
feeling, but 'shaped' feeling and senstive perception. And it is suggested even more by
its opposite anasthetic, 'lack of feeling'- the condition of living death." (p.1)
He argues convincingly and with grace that aesthetics are at the heart of all human
endeavor and therefore needs to be defended as more than a frill. He contrasts
aesthetic with an-asthetic to make the point that if one does not live life with the
aesthetic senses attuned one is asleep to life. Prof. Tuan is a geographer who thinks
about human experience from a slightly different perspective than do educators. This
difference makes his writings surprising and insightful. He is well worth getting to
know.
Tuan, Yi Fu. (1977) Space and Place: The Prespective of Experience. Minneapolis:
University of Minnesota Press.
A phenomenological exploration of spaces and places. He makes clear that our every
day experiences are influenced by the way place is created from space and that our
bodies are a central influence in the making of experience. This is an important book
for what it reveals and also because it demonstrates that usually there is much more to
be learned from the ordinary and overlooked than from the unusual.
Vandenberg, Donald.(1971) Being and Education: An Essay in Existential
Phenomenology. Englewood Cliffs, N.J.: Prenctice Hall.
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A description of a phenomenological view of education and the way such a
viewpoint would change our ways of thinking about children, and their education
including their schooling. It discusses the inadequacies of "positivist" views as they
have come to dominate educational thinking in the USA in our time. Note that this
book was published in 1971 before the academic world in the USA had its much
discussed "paradigm shift." This is a very good book which deserves to be reprinted.
Welsh, Patrick. (1986) Tales Out Of School: A Teacher's Candid Account From The
Front Lines Of The American High School.New York: Viking.
A high school teacher in the Virginia suburbs of Washington, D.C. gives his views
on daily life for teachers and students.
Whorf, Benjamin Lee. Language, Thought & Reality. Cambridge, Mass.: MIT Press.
Whorf was an insurance adjustor who studied languages as a "hobby." His
hypothesis that language influences thinking was based on his study of non-european
languages particularly Native-American languages. A very important viewpoint
which is becoming more and more influential in our time, though frequently
proponents don't recognize Whorf's contribution.
Wiggington, Eliot. (1986) Sometimes A Shining Moment:The Foxfire Experience
Twenty Years Teaching In A High School. Garden City: Doubleday.
Wiggington is the young man who began the Foxfire books with his students in
Rabun Gap, Georgia. In this book he tells how it all got started and presents his views
on teaching young people. The second section "Some Overarching Truths" is well
worth reading even if you have no interest in the Foxfire program itself. He covers the
most important aspects of the teaching experience and tells in clear language what he
thinks is effective and what is not.
Complied with invaluable assistance from Professor Loren Barritt,
School of Education, University of Michigan, Ann Arbor, MI.
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BIBLIOGRAPHY: ADDITIONAL INFLUENTIAL TEXTS
Abrams, B. & Segal, A. (1998). “How to prevent aggressive behavior.”
Teaching Exceptional Children, 30 (4), pp.10-12.
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Aceves, C. (1992, Summer). “Mythic pedagogy: An approach.” Holistic
Education Review, 5 #2, pp. 11-18.
Adams, M. J. (1990). Beginning to Read: Thinking and learning about
print. Cambridge: MIT Press.
Adler, I. & R. (1961). Shadows. New York: John Day.
Albert, L. (1989). A Teacher's Guide to Cooperative Discipline: How to
manage your classroom and promote self-esteem. Circle Pines, MN:
American Guidance Service.
American Psychiatric Association. (1994). Diagnostic Criteria from DSMIV. Washington: American Psychiatric Association.
Apple, M. (1979). Ideology and Curriculum. London: Routledge & Kegan
Paul.
Armstrong, Michael. (1980). Closely Observed Children: The diary of a
primary classroom. London: Writers and Readers Publishing Cooperative
Society.
Axline, V. M. (1947). Play Therapy: The inner dynamics of childhood.
Boston: Houghton Mifflin.
Axline, V. M. (1964). Dibs in Search of Self. New York: Ballantine.
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Baggett, P., & Ehrenfeucht, A. (1992). “What should the role of calculators
and computers be in mathematics education?” Journal of Mathematical
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Bair, M., & Woodward, R. (1964). Team Teaching in Action.
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Baker, D., Semple C. & Stead T. (1990). How Big Is the Moon? Whole
Maths in Action . Portsmouth, NH: Heinemann.
Baker, J. (1982). Microcomputers in the Classroom. Bloomington, IN: Phi
Delta Kappa Educational Foundation.
Baker, J. J. W. (1969). The Vital Process: Photosynthesis. Garden City,
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Small Group Behavior, 15 #4, pp. 553-563.
Banks, J. (1993, September). “Multicultural education: development,
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Baratta-Lorton, M. (1976). Mathematics Their Way. Menlo Park, CA:
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Baratta-Lorton, R. (1977). Mathematics... a Way of Thinking. Menlo Park,
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Baltimore: Paul H. Brooks Publishing Co.
Bauer, A. M., & Sapona, R. H. (1991). Managing Classrooms to Facilitate
Learning. Englewood Cliffs, NJ: Prentice Hall.
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Bear, G. (1995). “Best practices in school discipline.” Best Practices in
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Bossert, S. (l979). Tasks and Social Relationships in Classrooms.
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Bronowski, J. (1973). The Ascent of Man. Boston: Little, Brown.
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Carini, P. F. (l979). The Art of Seeing and the Visibility of the Person.
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Chopra, D. (1993). Ageless Body, Timeless Mind. New York: Harmony
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Cornett, C. E. (1983). What You Should Know about Teaching and
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Dalai Lama (!985). Kindness, Clarity, and Insight. Ithaca: Snow Lion
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Foster, S. W. (1984, January). "An Introduction to Waldorf education."
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“I went to the woods because I wished to live deliberately to front
only the essential facts of life and see if I could not learn what it had
to teach and not, when I came to die, discover that I had not lived”
Thoreau
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