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: Volume 10, Issue 1 (2024)
Editorial
Creating and Sustaining Relationships for More Inclusive Pedagogy: Editorial Remarks
James F. Nagle, Saint Michael's College and Penny A. Bishop, University of Maine
Research
Family Matters: Teachers' Perceptions of Community and School Culture after Seven Years of Personalized Learning Reform
Tony Durr, South Dakota State University; Nicole Graves, South Dakota State University; and Patrick D. Hales, South Dakota State University
The Relationship between Middle Grades Algebra and Advanced Carnegie Credits: A QuantCrit Analysis
Kristian Edosomwan, Texas A & M University - College Station; Jemimah L. Young, Texas A&M University; and Jamaal R. Young, Texas A&M University
Practitioner Perspectives
Partnering with a Middle School: Making a Space for Rural Middle School Student Voice
Nicole C. Miller, Mississippi State University and Kathleen M. Alley, Mississippi State University
Wanted: Engaged Writers and Practical Writing Experiences
Ann M. Ellsworth, Montana State University-Bozeman
Applying a Reflective SWOT Analysis to Examine Four Pillars of Culturally Sustaining Practices
Rebecca M. Nelson, University of Nebraska, Kearney; Laurie A. Ramirez, Appalachian State University; Chandra C. Diaz, University of Nebraska, Kearney; and Nancy B. Ruppert, UNC-Asheville, Professor Emerita