Race, social class, and student engagement in middle school English classrooms

2008 ◽  
Vol 37 (2) ◽  
pp. 434-448 ◽  
Author(s):  
Sean Kelly
Keyword(s):  
Middle School ◽  
Student Engagement ◽  
Social Class ◽  
English Classrooms ◽  
Middle School English

scholarly journals A Study on the Application of Teacher Feedback Language in Middle School English Class

2021 ◽  
Vol 2 (6) ◽  
Author(s):  
Limei Chen
Keyword(s):  
Middle School ◽  
Language Ability ◽  
Teacher Feedback ◽  
Classroom Communication ◽  
Positive Role ◽  
English Classrooms ◽  
English Class ◽  
Improvement Measures ◽  
Middle School English

Teacher feedback language has a very significant impact on students' learning. Appropriate feedback language will promote students' learning motivation, arouse students' interest in learning, and have a positive role in promoting students' language ability development. However, in middle school English classrooms, many teachers do not pay attention to the role of feedback language, ignore the positive feedback to students or lack the application skills of feedback and students do not participate in classroom communication, and lose interest in English. This article proposes corresponding improvement measures in response to the current problems in the application of teacher feedback in middle school English classrooms.

Experiences of Stereotyping and Tracking in Appalachia: A Case in Consolidation and Social Class

2021 ◽  
pp. 155545892098233
Author(s):  
Connor J. Fewell ◽  
Michael E. Hess ◽  
Charles Lowery ◽  
Madeleine Gervason ◽  
Sarah Ahrendt ◽  
...  
Keyword(s):  
Middle School ◽  
Elementary Schools ◽  
Social Class ◽  
School Districts ◽  
Critical Incident ◽  
School Setting ◽  
Social Classes ◽  
School Level ◽  
Diverse Backgrounds ◽  
First Time

This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities—one affluent and one underresourced—are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students’ experiences with tracking and stereotyping—particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time.

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