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: Personalized Learning for Social Justice: From Theory to Practice Volume 7, Issue 2 (2021)
Personalized Learning for Social Justice: From Theory to Practice
James F. Nagle, Saint Michael's College and Penny Bishop, University of Maine
Channeling John Dewey: What Would Vermont's Philosopher of Democracy Have to Say About Personalized Learning?
Kathleen R. Kesson Dr., LIU-Brooklyn
Using a Social Justice Lens to Connect the Past with the Present in a Personalized Learning Environment
Kyle Chadburn, Orleans Elementary School and Andrea Gratton, Orleans Elementary School
Principles of Personalized Pathways for Sustainability Education: Educate, Act, Connect, and Communicate
Don Taylor, Montpelier Main Street Middle School and Kevin Hunt, Williston Central School
Integrating School Makerspaces into the English Language Arts Curriculum
Lou Lahana, The Island School