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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: Technology for Learning in the Middle Grades: Volume 4, Issue 1 (2018)

Editorial

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Technology for Learning in the Middle Grades: Editorial Remarks
Penny A. Bishop, University of Vermont and James F. Nagle, Saint Michael's College

Essays

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Defining Technology for Learning: Cognitive and Physical Tools of Inquiry
Connor K. Warner, University of Missouri-Kansas City; Clare V. Bell, University of Missouri-Kansas City; and Arthur Louis Odom, University of Missouri-Kansas City

Research

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Mediators of Inequity: Online Literate Activity in Two Eighth Grade English Language Arts Classes
Sonia M. Kline, Illinois State University and Sarah J. McCarthey, University of Illinois at Urbana Champaign

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Student experiences of technology integration in school subjects: A comparison across four middle schools
Joan E. Hughes, The University of Texas at Austin and Michelle F. Read, Texas State University

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Exploring Culturally Responsive Teaching and Student-Created Videos in an At-Risk Middle School Classroom
Hannah Mackay, Hershey High School and Martha J. Strickland, Pennsylvania State University - Harrisburg

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Evaluating Digital Math Tools in the Field
Fiona M. Hollands, Teachers College, Columbia University and Yilin Pan, Teachers College, Columbia University

Practitioner Perspective