“Dialogue on Moral Growth.” Chronicles of Quaker Education (Fall 1998): 3–6.
An interview with some of the members from the Moral Growth Study Team
on what prompted the study, how they organized themselves, and their
“Embracing the Tension: Moral Growth.” Chronicles of Quaker Education (Fall 1998): 1–3.
A report on moral growth in Friends high schools, written in hopes of
inspiring educators in all types of schools to be more willing to
provide community dialogue concerning issues that arise and to allow for
moral growth within all members of the community.
“The Essence of Quaker Education.” Chronicles of Quaker Education (Winter 2014): 2.
In 2008, Arcadia Publishing contacted the Friends Council on Education
to tell the story of Quaker education through images gathered from
Friends schools. An analysis of these images done by Philadelphia
Friends schools revealed five essential themes of Quaker
education: reflection and meeting for worship; inquiry-based learning;
experiential learning; a focus on community in learning communities; and
education for social justice and a peaceful, sustainable world.
Debbie K. “The Impact of Previous Schooling Experiences on a Quaker
High School’s Graduating Students’ College Entrance Exam Scores,
Parents’ Expectations, and College Acceptance Outcomes.” Dissertation,
Graduate College of the University of Nebraska, 2010.
Debbie Galusha researched the impact of a previous schooling experience
on a Quaker high school’s graduating students’ college entrance
composite exam scores (ACT oriented), parents’ expectations, and college
attendance outcomes. She discovered that regardless of previous school
experience (whether private, public, home, or international), the Quaker
school equally prepared graduating high school students for
postsecondary academic success. All the students who participated in
Galusha’s study were admitted into tier 1 and 2 colleges and
universities; however, Galusha admits that there were significant
differences in the postsecondary schools that the groups attended.
Harris, Kiri. “Using Their Powers for Good: Student Government in the Manner of Friends.” Institute for Engaging Leadership in Friends Schools 2011–2013 Action Research (April 2013): 13–14.
Kiri Harris chose student leadership to be the focus of her
Action Research, studying in particular how learning leadership tools at
a young age affects students later in life. At Greene Street Friends
School (GSFS), a student government organization called TORCH
(Togetherness, Open-mindedness, Respect, Compassion, and Heart),
borrowed from Sandy Spring Friends School, was implemented in the middle
school, but there was a need to bridge the gap between the lower school
and middle school. “Town Meeting” was created for the lower school, to
be an introduction to leadership as well as a place for students’ voices
to be heard.
Christopher R. “Stewarding the Evolution of an Established and
Multi-Faceted Program: How Do You Hold Onto Meaningful Elements of the
Past While Allowing a Program to Grow in Operational and Strategic
Dimensions?” Voices of Leadership, Institute for Engaging Leadership in Friends Schools 2009–2011 Action Research (April 2011): 19–20.
Moorestown Friends School offers an annual one-week program where
regular classes are suspended for Intensive Learning (IL), when Middle
and Upper School students and teachers engage in an in-depth study of a
specific subject, often involving off-campus research. This
long-standing MFS tradition — which dates back to the mid 1970s — allows
teachers and students to break out of the structure of formal class
periods and traditional study for a time of experiential learning.
joining Moorestown Friends School, Christopher R. Kimberly chose to do
his Action Research on the IL program already in place; however, as the
student population increased, changes to this program were needed.
Kimberly clarified and organized certain operational areas and moved the
planning process to take place earlier in the year, in order to provide
students with more time to decide which trip they want to take. As of
late 2017, Kimberly is working on a mission statement for IL to guide
the development of this program.
Master, Marianne. “Independent Projects at Friends Schools.” Institute for Engaging Leadership in Friends Schools 2005–2007 Action Research (April 2007): 20–21.
Marianne Master is conducting research about how to organize and
implement independent projects for older students at Friends schools and
how these projects might contribute to academic and personal growth.
McHenry, Irene. “Friends Education in a Democratic Society and a Relational World.”
In honor of 325 years of Quaker education, Irene McHenry, a Friend
educator herself, wrote this article about the relationship among Quaker
history, faith, and practice. The article begins with a brief history
of the origin of Quaker education; it then discusses the philosophy of
this new education system.
McHenry, Irene. “The Obamas and Friends Education: Joining a Vibrant Tradition.”
In this article, Irene McHenry examines why the Obamas chose to send
their daughters to a Friends school. Although this decision and the
school itself is frequently portrayed in the media as elitist, McHenry
argues that the very foundation of Quaker education goes against this
premise. Friends education ingrains a positive outlook on humanity and
life while also forming responsible citizens in the process. This
educational system thrives on open-ended questions, which spark
children’s creativity and independent thinking. The environment of
Friends schools ensures that the ideals discussed in class, or in the
ever important meetings for worship, are practiced outside the school’s
McHenry, Irene. “Sparks and Spaces: Lived Experience in Friends Schools.” Friends Journal (2010).
Irene McHenry believes that sacred spaces—places that foster reflective
discussion and intellectual engagement, and, most important, that deepen
one’s spirit—lie at the center of Friends education. Quaker educators
have the job of connecting the Inner Light of children, colleagues,
parents, and the community as a whole. This interconnectedness stems
from the strength of Friends schools and Friends meetings, sacred places
where people come together to worship. In order for this relationship
to survive, McHenry argues that the Religious Society of Friends needs
to continue to foster a healthy and positive connection with Friends
McHenry, Irene. “Quaker Education Today: Continuing Revelation.” The Magazine of Educational Alternatives (2010): 5–7.
Irene McHenry opens her article with a lived experience of what Quaker
education is like, as told by a kindergartner. At the center of the
child’s story is the idea of respect and learning through a lack of
negative judgment. Research suggests that the ethos of Friends schools
are perceived as caring and trusting. Further research shows that the
processes of reflection and inquiry lie at the foundation of pedagogy in
Friends schools. However, despite this picturesque reality, Friends
schools are facing a challenge from the Quaker community involving the
issue of elitism and affluence. McHenry argues that these challenges
have acted as motivating factors for schools to strengthen their core
Payton, Lee. “Creating a Truly Interdisciplinary Team-Taught American Studies Course.” Voices of Leadership, Institute for Engaging Leadership in Friends Schools 2009–2011 Action Research (April 2011): 25–26.
Lee Payton’s Action Research came from a previous idea of creating
interdisciplinary experiences that never previously came to fruition.
Payton decided to create a team-taught American studies course that
would combine English and social studies courses as an elective course
that would provide students with a more holistic experience when
learning these subjects as well as allow for more collaboration among
“Quaker Pedagogy as ‘Deep Muscle.’” Chronicles of Quaker Education (Fall 2006): 4.
This article presents a few key questions and answers from a panel presentation by the authors of Minding the Light by Friends Association of Higher Education (FAHE) and Readings on Quaker Pedagogy by Friends Council on Education (FCE) about engagement and enticement into a deeper, inner knowledge in learning communities.
Sparks, Christopher. “Fostering Meaningful Collaboration and Empathy.” Friends Council on Education Leadership Expressions Action Research (April 2015): 30–31.
Studies show that in the social media age children are growing less
empathetic. Christopher Sparks noticed this with his middle school
students, and in order to teach them empathy and productive
communication, he uses digitally created world games to see if the
students’ utopias could be built successfully within their small groups.
Sparks let the students evaluate their communication patterns using the
System for Analyzing Verbal Interactions (SAVI) and Developmental
Designs social-emotional learning model.
Swainson, Carol. “A Path Towards Cultural Change.” Friends Council on Education Action Learning (April 2005): 21–22.
Carol Swainson began her Action Research project out of an interest in
fiscal matters; however, her research switched to studying George
School’s curriculum project in the hope of creating a document that
would serve other schools that were interested in a curriculum change.
Weber, Colette. “Addressing Diversity Through a Coordinated Foundational Curriculum.” Friends Council on Education Action Learning (April 2005): 23–24.
Colette Webber’s Action Research arrived out of her opposition to the
idea of a one-size-fits-all approach to curricula, especially those for
the first year of high school. Webber’s research describes students’
changes from employing dependent learning in middle school to
independent learning and success in high school. She suggests creating a
line of communication with the admission office and freshman teachers
to adjust to the needs of the specific freshman class.
“What Is a Friends School? Revitalizing Our Quaker Dimension.” Chronicles of Quaker Education (Winter 1998): 1–2.
In 1997, the Friends Council on Education Program Committee revised a
set of Friends school queries originally written in the 1960s to become
the cornerstone of the new Quaker Dimension Support Service offered by
the council. The service offers Friends schools a chance for
self-reflection and an opportunity to improve the application of Quaker
spiritual values within the school.
Zink, Anastasia. “Raising the Bar: Elevating Student Leadership.” Institute for Engaging Leadership in Friends Schools 2011–2013 Action Research (April 2013): 29–30.
After realizing students were inconsistently being held accountable for
leadership positions, Anastasia Zink began working with the senior girls
in her dormitory and proposed that each of them assume a leadership
position in the school, big or small. Zink helped rewrite the school’s
leadership job descriptions to be clearer and redesigned the student
leader orientation program to show the students what practical skills
they would acquire in their new positions, as well as training the
adults who work with these student leaders.