Social Class And School Knowledge Summary

Jean Anyon’s study questions and presents finding on the relationship between Social Class and School Knowledge. The study reveals the natural mechanism of upbringing, schooling and the status attached to these constructs, react to maintain varying levels or stratification of knowledge and double standard of living. These findings are a representation of Albert Bandura’s reciprocal determinism, which is based on the premise that a person’s behavior both influences and is influenced by personal factor and social factors. The students working-class parents were defined has as unskilled or semiskilled fathers who make an annual family income at or below $12,00o. The middle-class school consisted of parents who were high skilled and educated, …show more content…
These school districts serviced a populous of working-class and middle-class people. The information of the research is gathered by observation and formal and informal interviews. Anyon took a keen interest in the subject area of language arts, Social Studies, Mathematics, and Science, Anyon examined the curriculum and materials such as textbooks, how these texts were organized, the types of content and activities generated by these aspects of the curriculum. The teacher strategy of instruction was also noted. The teachers made efforts to impart knowledge as a type of fact or skill and students were coached through the process by way of discussion, discovery, or by practice – depending on the school 's social dynamics. The teacher and students were asked a battery of the similar questions based on knowledge. These issues were inclusive of the following – what is the proportion and quality of knowledge which important for students; what is school knowledge? where does knowledge come from, Is knowledge made of can knowledge be …show more content…
Lee and Rottenberg classify these test as a standardized test. These test-based accountability systems were influencing many adverse effects on teachers and students to which these tests were imposed. Teachers and principal were pressured to do also anything to gain high student performance on the standardized test. The consequences were found to be both educationally restricting and negative feelings derived from being blame for weak performances on the test. The two school studied -Hamilton and Jackson Elementary had a student population of poor socioeconomic status and mixed ethnic backgrounds. Some of the internal or academic consequences of these test could be seen in the way the students were prepared for these external test. Students were subject to switching curriculum and instruction methods. The strongest impact of the test system was seen in the time constraints and the inflexibility that resulted. Teachers were left with limited time for skill based curriculum such as computation, comprehension, grammar, problem-solving, and science, being replaced by the external testing based practice. The researchers also reported that teachers felt the students were psychological and physically