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Directions for New Research: Middle-Level Schools, Classroom Culture, and Learning Environments

Sat, April 13, 9:35 to 11:05am, Philadelphia Marriott Downtown, Floor: Level 4, Room 407

Abstract

Purpose
This literature review summarized recent research (2015 to present) related to middle level schools, classroom culture, and learning environments in order to contribute to a future research agenda on middle level teaching, learning, and student experiences.

Perspective(s)
This is a systematic review of the literature guided by the Successful Middle School framework (Bishop & Harris, 2021).

Methods & Data Sources
The overarching category of middle level schools, classroom culture, and learning environments was divided into four major themes: (a) school and classroom environment, (b) teacher and parent/caregiver interactions, (c) classroom management and student-teacher relationship, and (d) student voice and agency. We identified search terms (Table 1) and searched for research presented in peer-reviewed journal articles in the following databases: EBSCOhost, ERIC, Academic Search Complete, Science Direct, Google Scholar, ProQuest, JSTOR, and Web of Science. Table 1 provides a look at the themes, search terms, and number of articles that were identified.

Results
In examining research related to school and classroom environments, theme 1, engagement emerged as a critical component. While engagement has often been characterized as being the responsibility of students, the research suggested environmental factors (e.g., school climate, classroom culture, teachers’ actions, student relationships) positively impact engagement, which can lead to more inclusive learning environments and increases in academic achievement. Recent research expanded the characterization of engagement to include social, psychological, and behavioral factors that also positively impacted middle school students’ social and emotional well-being.

Research related to the second theme, teacher and parent/caregiver interactions, indicated parental/caregiver engagement can positively impact students’ willingness to follow rules and achieve academically. Relationships with teachers were found to affect whether parents were engaged or disengaged. Additionally, it was found that racial tensions could be minimized when parents felt teachers had positive perceptions of their students. Minimizing perceived disconnects between schools and students’ cultural backgrounds helped parents and caregivers perceive the school climate as welcoming.

In the third theme, studies related to classroom management and student-teacher relationships contributed to understandings of effective classroom management practices. Impacts of teacher behaviors on student outcomes; the importance of considering student perceptions; and teachers’ implementation of culturally responsive approaches in creating positive learning environments provided insights into the effectiveness of different management strategies.

Research related to theme four, student voice and agency, highlighted the significance of student empowerment, positive school climate, supportive relationships, and effective instructional practices in promoting students' academic success, engagement, and well-being in middle school settings. The studies call for further research and interventions to enhance student voice, cultural responsiveness, and the quality of classroom interactions.

Scholarly Significance
In summary, these studies collectively underscore the importance of creating inclusive, engaging, and supportive learning environments in middle schools. They highlight the interconnectedness of environmental, relational, and instructional factors in promoting students' academic success, engagement, and well-being. The findings call for continued research and ongoing efforts to improve practices and interventions that enhance student experiences in middle schools.

Authors