Middle Grades Review

Middle Grades Review provides a provocative forum for debate within the field of middle grades education. Inviting a critical perspective, the Review is a peer-reviewed, multi-media venue for scholars and practitioners who wish to broaden the discourse of middle grades education by challenging conventional wisdom. The Review seeks pieces that explore three themes: Democratic Education, Innovation, and Social Justice, in relation to middle grades education and early adolescence.

Current Issue: Volume 2, Issue 3 (2016)



The Nexus of Teacher Beliefs and Culturally Responsive Teaching: Editorial Remarks
James F. Nagle, Saint Michael's College and Penny A. Bishop, University of Vermont



The Middle Grades Principal: A Research Agenda
Dana L. Bickmore, University of Nevada, Las Vegas


Understanding the Unique Needs of Adolescent Refugee Students
Bobette Bouton, Austin Peay State University



Synthesizing Middle Grades Research on Cultural Responsiveness: The Importance of a Shared Conceptual Framework
Brianna L. Kennedy, Utrecht University; Kathleen Brinegar, Johnson State College; Ellis Hurd, Illinois State University; and Lisa Harrison, Ohio University - Main Campus


Teaching in the Middle Grades Today: Examining Teachers’ Beliefs About Middle Grades Teaching
Mike DiCicco, Northern Kentucky University; Chris M. Cook, Appalachian State University; and Shawn A. Faulkner, Northern Kentucky University

Practitioner Perspective


Eliminating Social Homelessness: Providing a Home to Grow
Kevin Duquette, The Pennsylvania State University; Patrick Akos, University of North Carolina Chapel Hill; and Rydell Harrison, Chapel Hill- Carrboro City Schools