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Jigsaw Group Map: School Class and School Knowledge (23-39) (Executive…

- - - - Methodology
        
        "Methods used to gather data were classroom observation; informal and formal interview of students, teachers, principals, and district administrative staff; and assessment of curriculum and other materials in each classroom and school." (p.4)
        
        "2 or three fifth-grade teachers and two second-grade teachers were observed and interviewed" (p.4)
        
        "All but one of the teachers in the study had taught for more than four years." (p.4)
        
        "The fifth grade in each school was observed by the investor for ten three-hour periods." (p.4)
        
        "The second grade was observed for two three-hour periods." (p.4)
      - Working Class
        
        Affluent Professional School
        
        It seems to be the case that knowledge in the affluent professional school is not only conceptual but is open to discovery, construction, and meaning making; it is not always given. Knowledge is often concepts and ideas that are to be used to make sense, and that thus have personal value.
        
        Although knowledge may result from personal creativity and independent thinking, there are constraints and directives on what count as answers. Knowledge has individualistic goals, but it also may be a resource for social good. It is analytical and more realistic about society than knowledge in the middle-class and working-class schools. The children are also getting a good dose of two dominant social ideologies: that the system itself will be made more humane by expressions of concern for the less fortunate, and that individuals, not groups, make history. (Anyon, 1981, P23)
        
        Middle Class School
        
        "The streets in the neighborhood of this school are lined with trees. The homes are larger than in the working-class sections. Most are built of brick, have full front porches, lawns in front and back, many of which have flowers. The school building has a yard in front and on two sides, and is enclosed by several large trees" (Anyon 12).
    - - Although knowledge may result from personal creativity and independent thinking, there are constraints and directives on what count as answers. Knowledge has individualistic goals, but it also may be a resource for social good. It is analytical and more realistic about society than knowledge in the middle-class and working-class schools. The children are also getting a good dose of two dominant social ideologies: that the system itself will be made more humane by expressions of concern for the less fortunate, and that individuals, not groups, make history. (Anyon, 1981, P23)