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Call for Manuscripts

The editors of the Middle Grades Review are pleased to announce a call for the next three issues. 

Issue 7(1):Open Call 

Submission Date: January 15, 2021, Anticipated Publication Date: April, 2021

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, multi-media venue for scholars and practitioners who wish to broaden the discourse of middle grades education by challenging conventional wisdom. In this general issue, the Review seeks pieces that explore the three key themes of democratic education, innovation, and social justice, in relation to middle grades education and early adolescence

Issue 7(2):Theme Issue: Personalized Learning for Social Justice 

Submission Date: May 15, 2021, Anticipated Publication Date: August, 2021

While the definitions of personalized learning vary, this call takes a broad approach, focusing on how educators integrate personalized learning in a standards-based system through the theoretical tradition of social justice including democratic education, multicultural education, and culturally and linguistically sustaining pedagogy.

The adoption of personalized learning continues to accelerate across schools, districts, and states, incentivized by funding in some cases and mandated by legislation in others. While some scholars feel the approach has yet to fulfill its promise, others critique the movement as more whitewashing of education, continuing to ignore the injustices and inequities that affect so many students' lives. How are middle grades educators enacting personalized learning within a sociopolitical and racial context? What does it look like when personalized learning is implemented for social justice?

The  Review invites interested authors to submit papers that explore how middle grades teacher education programs and professional development organizations work with educators to teach personalized learning for social justice; how personalized learning is being used to promote social justice with young adolescents; the affordances and challenges of implementing personalized learning at the middle level; how policies and structures at the middle school and district levels facilitate or hinder personalized learning; instructional frameworks that middle grade educators use to advance social justice through personalization; and much more. Authors should state in their cover letter that their manuscript is for this special theme issue.

Issue 7(3):Open Call 

Submission Date: September 15, 2021, Anticipated Publication Date: December, 2021

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, multi-media venue for scholars and practitioners who wish to broaden the discourse of middle grades education by challenging conventional wisdom. In this general issue, the Review seeks pieces that explore the three key themes of democratic education, innovation, and social justice, in relation to middle grades education and early adolescence

Types of Submission

1. Essays pose opinion, positing or discussing theory, and/or offering critique (under 3000 words, excluding references).

 

2. Research and Inquiry are reports of original research that represent any paradigm or methodology. The Review prioritizes inquiry that involves middle grades students in at least one of the following ways: as participants, consultants or co-researchers (under 7500 words, excluding references).

 

 3. Practitioner Perspectives are accounts of teacher and/or student practice (under 3000 words, excluding references).

 

 4. Responses are brief responses to previous articles in any of the above three categories. Responses should stimulate debate in the middle grades community by extending the original manuscript’s content, or by presenting an opposing interpretation or perspective (under 2000 words, excluding references).

Because the Review is an online venue, authors are encouraged to include digital media that support the manuscript. These include links to other sites, embedded audio and/or visual, and visual representations of student work or other data. Submissions must not have not been previously published, nor should they be under review elsewhere.  All manuscripts are written in APA format, 6th or 7th edition. Submissions first undergo editorial review. If found suitable, manuscripts are then peer-reviewed by university faculty, middle level education researchers, and middle grades teachers.