They integrated all the schools in the area except for the executive elite.

perimeters of their own drawings," (18)

"What emerged as a dominant theme in this school was the sense of possibility..... Education in particular seems to be accepted as important,indeed vital, to one's ability to get a job or enter college... There was the feeling that if one works hard in school (and in life), one will go far." (Anyo,1981, p.16)

"this teacher explained how to do math or what to do next, there was usually a recognition that a cognitive process of some sort was involved ...she often gave several ways to do a problem.... I want to make sure you understand what you're doing." Social studies knowledge in this school was more "conceptual ". (Anyon,1981, p.13,14)

"most of them directly or indirectly referred to what was in the books they were using... "What they need for high school and maybe college. ..." This content is perceived as more important or legitimate than what one discovers or attempts to define for oneself. " (Ayon,1981, p.7)

“Although some amount of resistance appeared in every school in this study, in the working-class schools it was a dominant characteristic of student-teacher interaction. In the fifth grades there was both active, and passive resistance to teachers' attempts to impose the curriculum.” (Anyon, 1981, p.11)

Most children in the working-class schools had some difficulty interpreting my question. Many asked, "What? " or "What do you mean?" It seemed that my question was not meaningful to them. I said, "What do you think of when I say the word 'knowledge?" (Anyon,1981, p.8)

“There was less mention of potentially controversial topics than in other series in other schools. Both texts refer to the economic system as a "free enterprise" system.” (Anyon, 1981, p.9)

“One fifth grade teacher said, for example, "What these children need is the basics. " When I asked her what the basics were, she said, "The three Rs-simple skills. " When I asked why, she responded, "They're lazy. I hate to categorize them, but they're lazy."” (Anyon, 1981, p.7)

"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)

"Most spoke of school knowledge in terms of facts and simple skills. One fifthgrade teacher said, for example, "What these children need is the basics. " When I asked her what the basics were, she said, "The three Rs-simple skils." (Anyon, 1981, p.7)

Intelligibillity: I think Rachel stated quotes about the working class that explain each topic well. Plausibility: I agree with these findings somewhat. I grew up in a working class school and area. We had excellent teachers that challenged us all the time with school curriculum. So I disagree that it was the majority of this school. Where I agree with this, is by experience as well. There was one school in my district that is a working class school and the teachers and students had this experience where the teachers didn't think highly of the studenets and the students didn't think highly of the teachers or administration. So their education was not a coveted experience. Most in this school did not go to college. Fruitfulness: I think here it shows how every area has the same right as any other school. I think it just proves how the administration hires it sets the bar for the teachers and students. If the administration is forward thinking and wants to challenge it's teachers, then they need to hire forward thinking teachers. Dissatisfaction: As far as my conception of teaching, I feel bad for this school because every area deserves a good education. If I were the administration I would be firing many teachers.

"When I asked the children what knowledge was.... "To remember." "You go to a museum.," "You learn
facts and history." "You study about your ancestors."...." "To study things we need to know." "It's smartness." "It means you're intelligent. " (Anyon,1981, p.15)

Intelligibility: I felt the comments in green were a little too brief, so I added more too it.

Intelligibility: This one as well I put in more information. Plausibility: I agree with these findings somewhat. I grew up in a working class school and area. We had excellent teachers that challenged us all the time with school curriculum. So I disagree that it was the majority of this school. Where I agree with this, is by experience as well. There was one school in my district that is a working class school and the teachers and students had this experience where the teachers didn't think highly of the studenets and the students didn't think highly of the teachers or administration. So their education was not a coveted experience. Most in this school did not go to college. Fruitfulness: I think here it shows how every area has the same right as any other school. I think it just proves how the administration hires it sets the bar for the teachers and students. If the administration is forward thinking and wants to challenge it's teachers, then they need to hire forward thinking teachers. Dissatisfaction: As far as my conception of teaching, I feel bad for this school because every area deserves a good education. If I were the administration I would be firing many teachers.

Plausibility: These findings didn't surprise me because it is what I thought would be. I figured this area has a little more rescources from the district or parents. **Fruitfullness: This school was taking it's teaching and learnig just a step further from working class. Individuality was present which I feel is very important. Dissatisfaction:For me the dissatifaction comes from the selective reading or lessons of equality. I feel it is important to really try to include all culture to school. It is important for students to see how others are creative or do something different.