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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: Educating for Equity Volume 4, Issue 3 (2018)

Editorial

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Educating for Equity: Editorial Remarks
Penny A. Bishop, University of Vermont and James F. Nagle, Saint Michael's College

Research

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A Critical Exploratory Analysis of Black Girls' Achievement in 8th grade U.S. History
Jemimah Lea Young, University of Iowa; Marquita D. Foster, University of North Texas; and Donna M. Druery

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Southern Disclosure: One Southern-and-Queer Middle School Teacher’s Narrative
Jonathan M. Coker, University of South Florida and Leia K. Cain, University of South Florida

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Computational Thinking Integration into Middle Grades Science Classrooms: Strategies for Meeting the Challenges
Danielle Cadieux Boulden, North Carolina State University; Eric Wiebe, North Carolina State University; Bita Akram, North Carolina State University; Osman Aksit, North Carolina State University; Philip Sheridan Buffum, North Carolina State University; Bradford Mott, North Carolina State University; Kristy Elizabeth Boyer, University of Florida; and James Lester, North Carolina State University

Practitioner Perspective

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Walking the Talk: Promoting Middle School Philosophy by Embracing Student Voices
Rick Marlatt, New Mexico State University - Main Campus