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, open access 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: “Always a Place to Start” in Middle Grades Education Volume 9, Issue 3 (2023)
Editorial
“Always a Place to Start” in Middle Grades Education: Editorial Remarks
Penny A. Bishop, University of Maine and James F. Nagle, Saint Michael's College
Essay
A Distributed Leadership Perspective for Critical Consciousness in Middle Grades
Kenneth M. Bond, University of Wisconsin-Madison and Daniel P. Tulino, Stockton University
Research
A Shared Vision? Exploring the Perceptions of Principals and Teachers Regarding the Middle School Concept
Shawn A. Faulkner, Northern Kentucky University; Chris Cook, Appalachian State University; Ryan Alverson, Northern Kentucky University; and Mike DiCicco, Northern Kentucky University
Engaged pedagogies in the middle grades: A case study of justice-oriented teachers in COVID times
Hilary E. Hughes, University of Georgia; Rachel Ranschaert, University of North Texas; and Kelsey L. Benson, University of Georgia
Developing Proportional Reasoning via Lego Robotics: Experiences of a 7th Grade Mathematics Class
Shelli L. Casler-Failing, Georgia Southern University and Leah C. Swann, Louise Radloff Middle School
Practitioner Perspective
Teaching for social justice in middle grades mathematics: Lessons from a field instructor/preservice teacher partnership
Kelsey L. Benson, University of Georgia and Ashley Conlon, Northbrook Middle School