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)



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



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



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


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


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


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

Practitioner Perspective