Affluent Professional School

1. Student Attitudes (Angelica)

1.1. When asked about knowledge, many students could explain that it is the way a person thinks. They note that a person can solve a problem by thinking and coming up with an idea but can also realize if it is a good idea.

1.2. Can you make knowledge? 16 students said "yes" and four said "no." Many students stated that making knowledge meant inventing or discover something. In some cases some would say that knowledge can be made through hard work.

1.3. Where does knowledge come from? Students expressed that knowledge comes from your brain, computers, traveling, and books. A student explained that some may not understand quickly but can work hard to achieve it. One said that you could get knowledge from your brain by making it up.

1.4. Does knowledge come from inside or outside? Two students said that if specific knowledge comes easy to you, it comes from inside, but they have to get it from the outside if it does not. Meaning they have to get help and be more organized. In other words, it may come from inside or outside for some, but others might need both.

2. Dominant Themes (Nina)

2.1. Narcissism or Extreme Individualism: Emphasis in classrooms on thinking for oneself and externalizing through projects and personal discovery

2.2. Example: 6th Grade students put on a play parodying girls flirting with boys and not acting intelligently. The students, referred to as peasants, revolt against a King and Queen.

2.3. Humanitarianism or Liberal Ideas: Students are encouraged to "do something nice for someone today," there is a "Good Deed Box" in the main office, charity drives "for the poor" and discussions of class conflict and issues related to power and privilege in society. Perception of "the rich" as greedy, spoiled, and snobby.

2.4. Knowledge is conceptual, "open to discovery, construction, and meaning making." Some constraints exist, particularly in math and science courses, but knowledge is intended to be a means for social change.

3. Curriculum (Nelly)

3.1. For Math and Science knowledge is collected through trial and error. Students are only guided by the Teachers. They must gather enough evidence and research. They are also encouraged to "self asses". When students do ask for guidance or validation, their teacher follows up with questions like, "what do you think?", "Does that make sense", or comments like " You decide", You can figure that out for yourself".

3.2. Performance Objectives are based on the understanding roles of savings, capital, trade, education, skilled labor, skilled managers, and cultural factors (religious beliefs, attitudes towards change)

3.3. For English and Social Studies a different method is used for teaching the curriculum. For these subject the teaching method is highly systematized. Meaning that there are definitely right or wrong answers. There was a EDL series called "Listen and Think". There was also an SRA reading Laboratory. These reading programs do engage students in conceptual thinking, which is important but some students are confused. They answer based on what they think instead of the text they are using. The series used for Social Studies is the Allyn and Bacon's concepts of Inquiry program. It engages students in what the program calls "higher concept learning'. It deeply discusses topics like social class, the power of dominant ideas, and competing world views". Teachers used assigned text book as a main resource for class lectures an activities. Children must read it and outline it and use it as a guide for the inquiry activities

4. Description of the School (Angelica)

4.1. Inside the school are glass showcases in each hall, with displays of trophies, modern sculpture, children's art works and etc. There is also bulletin board that displays students work.

4.2. The school is located near the suburbs which is surround by pine trees. Behind the school are swings, playground and two grass playing fields.

4.3. The main building was built in 1911 with some remodeling. In several corners of the building there are stuffed couches, where students can study, talk, and read.

4.4. Each classroom from grades K-3 has a rug in front of their class. Principle said that he wants students to have a "family atmosphere."

5. Teacher Attitudes (Nelly)

5.1. One Teacher confessed that they strayed away from "controversial" topics and discussions of social responsibility and alleged suppression of harmful news. They said that the reason they watch what they say and teach is because some of the students are the children of the mayor or the president of the Board of Education.

5.2. They want their students to be critical thinkers (learn from experience and make sense of their experience). So, it is important to have creative and personal development

5.3. Although not too many teachers wanted to share their opinions the one's who did stated they want their students to be academically successful, an academic standard where students don't just "regurgitate facts"

6. Teacher Expectations and Tracking (Cindy)

6.1. Teachers expect students to learn from experience and to think for themselves. There is a big stress on individual development and self-expression. According to Gollnick and Chinn, students who come to this type of school are influenced by parents that have jobs and income that allow for autonomy and self-direction ( pp. 82), which ties into the expectations of the teachers and the school.