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Different Schooling for Different Students (Executive Elite School (What…

- - - - "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)
        
        What School Personnel Said About School Knowledge
        
        "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)
        
        What Students Said About School Knowledge
        
        "Most spoke in terms of behaviors or skills, and only one mentioned the word " mind." About half the children appeared uncomfortable during the interview, even though they knew me and were quite friendly in the playground and in class. Many twisted, blushed, and seemed tense and anxious. Most of their answers were short, and they did no elaborate without prodding, and often not even then. They, more than the children in any other school, seemed to be trying to guess what it was I wanted them to say rather than to reflect on their own experience." (Anyon, 1981, p.8)
- - - - Affluent Professional School
        
        Narcissism as a Dominant Theme
        
        "The emphasis in the classroom on thinking for oneself, externalizing, in creative projects of all sorts, what is internal in the attempts to individualize instruction, in the personl discovrey intended by the science and math programs, and in the principal's and teacheers' stated emphasis on personal development and creativity as important goals of education." (Anyon, 1981, p.22)
        
        **Plausibility: I was surprised to see more of an emphasis on science and math. I expected to read about a more rounded core curriculum. The actions of the teachers and students were as I expected. Fruitfulness: Here I see that schools start to hightlight science and math because these areas are typically areas in the workforce that make more money. Dissatisfaction: It bothers me there is more emphasis on the science and math areas because it is saying if you are going to make money and be in a different social class this is the way. If you love what you do, I feel it challenges you to do more in your field, add more creativity. When something is more creative it usually is successful.
        
        What Students Said About Knowledge
        
        “When asked about what knowledge is, the children gave the following responses: "The way you think. Yes, the way you think. " "Ideas and, urn, smart people can find a lot of problems. They can think about them and they can realize them [sic). When there is something wrong, they can realize what's wrong with it." "You think up ideas and then find things wrong with those ideas." "I don't know. " "Being smart." "Knowing a lot of subj ects. " "It's when you know something-you can be a great scientist. " "When you know something really well. It's ... you'll never forget it; you got it down pact in your mind [sic). " "A way of learning, of finding out things." "Figuring out stuff. " "Brains-I j ust think of Albert Einstein." "I forgot. " "How smart you are-a brain." "Thinking. " Three said,"What you think about, what you learn in school ." Two said they weren't sure.” (Anyon, 1981, p. 21)
        
        What School Personnel Said About School Knowledge
        
        "school knowledge as involving either individual discovery and creativity" (17)
        
        “Most of the personnel I interviewed in this school referred to school knowledge as involving either individual discovery and creativity, "important ideas," or personal activity on the part of the student (as in the use of science or math equipment). In response t o m y question of what knowledge is most appropriate for her students, one of the two fifth-grade teachers said, "My goal is to have the children learn from experience. I want them to think for themselves." She also expressed the· wish that they "try to make sense of their experience." (Anyon, 1981, p.17)
        
        Evidence from the Curriculum and the Curriculum-in-Use
        
        "Activities I observed in the teaching of math included
        
        the use of geoboareds, making and producing an 8mm
        
        film on the metric system, measuring
        
        perimeters of their own drawings," (18)
        
        Intelligibility: I felt the comments in green were a little too brief, so I added more too it.
      - Different Schooling for Different Students
        
        Part #1
        
        Social Class and School Knowledge
        
        **Middle-Class School
        
        What Students Said About Knowledge
        
        "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)
        
        Possibility as a Dominant Theme
        
        "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)
        
        Evidence form the Curriculum and the Curriculum-in-use
        
        "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)
        
        What School Personnel Said About School Knowledge
        
        "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)
        
        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.
        
        Working Class
        
        Resistance is a Dominant Theme
        
        “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)
        
        What Students Said about Knowledge
        
        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)
        
        Evidence from The Curriculum and the Curriculum-in-use
        
        “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)
        
        What School Personnel Said About School Knowledge
        
        “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)
        
        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.
        
        Methodology
        
        "Data on the nature and distribution of school knowledge were gathered in an investigation of curriculum, pedagogy, and pupil evaluation practices in five elementary schools differentiated by socil class. the methods used to gather data were classroom observation, informal and formal interview of students, teachers, principals, and district administrative staff, and assessment of curriculum." (Anyon, 1981, p.4)