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


Practitioner Perspectives


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


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