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My Final Map: Anyon (Working-Class Schools (Teachers focus on the basics. …

- - - - Kids are "too dumb" so teachers dont explain anything
      - • “Social studies knowledge in this school was more "conceptual " than in the working-class schools in that there was less emphasis on retention of facts and development of simple " skills" and more emphasis on children's understanding of the generalizations and other content of the books.” (Anyon 1987 p14)
      - Busy Work
      - • “A common feature of classroom mathematics in both working-class schools was that a large portion of what the children were asked to carry out procedures, the purposes of which were often unexplained, and which were seemingly unconnected to thought processes or decision making of their own” (Anyon, 1981, p.8).
  - - - • “One male teacher characterized his school as a" tough" school… said he felt better after the principal had told him, "Just do your best. If they learn to add and subtract, that's a bonus. If not, don't worry about it." (Anyon, 1981)
        
        So you're just giving up on these students.
        
        THEY DONT HAVE SUPPORT FROM PARENTS.
        
        IF PARENTS DONT CARE THEN WHY SHOULD STUDENTS
  - - - Jigsaw Group; Anyon
        
        Executive Elite School
        
        "Many of the teachers in the executive elite school are from middle- and upper-middle-class backgrounds" (Anyon, 1981, p. 24).
        
        "Some of the students were to be bused to the executive elite school. The plan was dropped after parents at the executive elite school threatened to pull their children out of the school and put them in private schools" (Anyon, 1981, p. 23).
        
        "One of the teachers I was observing offered her reason for the parents' actions. She said, "It was class, not race. They [the parents in this school] didn't want any low-income kids here. They didn't want the discipline problems" (Anyon, 1981, p. 24).
        
        SO NOW WE ARE DISCRIMINATING? NOT ALL LOW INCOME CHILDREN HAVE DISCIPLINARY PROBLEMS...
        
        NOT SURE I REALLY AGREE WITH THIS
        
        Excellence As a Dominant Theme
        
        “Where resistance appeared as a dominant theme in the working-class schools, "possibility" in the middle-class school, and narcissism in the affluent professional school, what emerged in the executive elite school was a theme of excellence-the necessity of preparation for being the best, for top-quality performance.” (Anyon, 1981, p. 30)
        
        “What it does imply, however, is that the exhortation to top-quality performance was a dominant theme in the school and in student-teacher interactions.)” (Anyon, 1981, p. 30)
        
        “The data suggest that knowledge in this executive elite school is academic, intellectual, and rigorous.” (Anyon, 1981, p. 31)
        
        “In many cases, knowledge involves understanding the internal structure of things: the logic by which systems of numbers, words, or ideas are arranged and may be rearranged.” (Anyon, 1981, p. 31)
        
        What Students Said About Knowledge
        
        "When I asked them what knowledge was, the children in this executive elite school gave the following answers: 'Knowing certain things.' 'You have to really figure it out.' 'Thinking.'/ 'What you're expected to know.' 'What you're supposed to know.' (Anyon, 1981, 28-29)
        
        "The answers of the children in this school seem to speak less to creativity or thinking independently or making 'sense,' as did the answers given by many affluent professional children. Rather, these children spoke to the need to know existing knowledge and to do well, to understand, explain, and answer correctly (and quickly)." (Anyon, 1981, 29
        
        Evidence From the Curriculum and the Curriculum in Use
        
        Discussions like this one and indications that such discussions may go on in other rooms (e.g., intricate bulletin board displays of designs for home heating with solar power; school clothing and food drives; stories written about families who are poor and black; and district-run affirmative action and sexism awareness workshops for teachers) indicate that the school may play a politically liberalizing role in the children's upbringing (Anyon 1981 p.28).
        
        There were occasions, however, in the classroom of the fifth-grade teacher who teaches math, science, and health but not social studies, when class discussions were "almost" critical; that is, the teacher often asked the children why things were done or happened in a certain way, when that way appeared to be irrational (Anyone 1981 p. 27).
        
        “While classroom social studies knowledge tends to be analytical, neither text nor most social studies discussions were critical of the social class structure or distribution of wealth and power; rather, they gave it high value and a "naturalness," or "timelessness," going back, indeed, to ancient Greece” (Anyon 1981 p.27).
        
        What School Personnel Said About School Knowledge
        
        “When I asked the two fifth-grade and two-second grade teachers in this school what knowledge was important for their students, most referred to intellectual processes such as reasoning and problem solving.” (Anyon, 1981, p. 24)
        
        “Another said, "It's not just academics; they need to learn to think. They will have important jobs, and they need to be able to think things through." (Anyon, 1981, p. 24)
        
        "They need to learn the basics, we're going back to that now." "The basics?" I asked. "Yes, to think and write properly." (Anyon, 1981, p. 24)
        
        “Referring to science, a fifth-grade teacher said, "I try to get them to create an environment where they can solve problems-they manipulate variables and solve a problem." (Anyon, 1981, p. 24)
        
        “The superintendent of schools, who has an Ed.D. from Harvard University, is attempting to institute a "Philosophy for Children Program" in the school, the purpose of which would be "to teach children to think and reason correctly, and to come up with valid conclusions." (Anyon, 1981, p. 25)
        
        "Olympics of the Mind"-a competition of "open-ended questions" for which there are no "set answers." (Anyon, 1981, p. 25)
- - - - Themes
        
        Prejudice and Discrimination
        
        Student
        
        "rich kids felt they have everything given to them" (Anyon pg. 23).
        
        Excellence as a Dominate
        
        It takes a great deal of towing the line and self discipline. (Anyon pg. 31)
        
        Teachers told the children are alone responsible for keeping up the work
        
        Knowledge
        
        Both students and teachers felt knowledge is important to being able to learn.
        
        It's not just academics they need to learn to think. They will have important jobs , an they need to be able to think things through( Anyon, pg. 24)
      - Subheadings
        
        Elite School
        
        The students had more materials given them and higher exceptions.
        
        It is in their genes, They're handsome, you should see the fathers. (Anyon pg. 23)
        
        Public School
        
        Students have lesser materials and but the expectation is a little lower than Elite Schools.
      - Perspective
        
        Teachers
        
        Each teachers had different curriulums, teachings, styles, and what learning is and expections of students.
        
        It is not just academics they need to learn to think, they will have important jobs, they nee to be able to think things through.
        
        Super Intents perspective. To teach children to think and reason correctly and to come up with valid conclusions.
        
        Students
        
        General concept each student different ideas of knowledge
        
        It's when you know something- you can be a great scientist (Anyon pg. 20)
        
        You have to really figure it out (Anyon.pg 20)
        
        Thinking (Anyon pg. 20)
      - Abstract
        
        The present article examines data on school knowledge collected in a case study of five elementary schools in contrasting social class settings in two school districts in New Jersey. The data suggest, and the article will argue, that while there were similarities in curriculum topics and materials, there were also subtle as well as dramatic differences in the curriculum and the curriculum in use among the schools.
  - - - Middle-Class Schools
        
        “In this school I observed more flexibility regarding procedures in math than in the working-class schools.” (Anyon, 1981, p.13)
        
        “rather than simply lead the children through a series of steps, she usually gave several ways to do a problem, and then said, "I want to make sure you understand what you're doing." (Anyon, 1981, p.13-14)
        
        IT SEEMS LIKE THEY ACTUALLY CARE ABOUT THEIR STUDENTS
    - - HIGHER CLASS WHICH MEANS BETTER STANDARDS. WAY MORE IN DEPTH THAN WORKING CLASS
        
        IT PAYS TO HAVE MONEY
- - - - BECAUSE THEIR PARENTS CARE, THE STUDENTS ARE MORE INCLINED TO LISTEN