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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: Personalized Learning for Social Justice: From Theory to Practice Volume 7, Issue 2 (2021)

Editorial

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Personalized Learning for Social Justice: From Theory to Practice
James F. Nagle, Saint Michael's College and Penny Bishop, University of Maine

Essay

Practitioner Perspectives

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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

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Student Agency through Negotiated Practice
Meg O’Donnell, Shelburne Community School

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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