Call for ManuscriptsThe editors of the Middle Grades Review are pleased to announce a call for the next three issues.
Issue 4(1): Theme Issue: Technology for Learning in the Middle Grades
Submission Date: January 15, 2018, Anticipated Publication Date: April, 2018
While many commentators advocate for technology for middle grades learning and teaching, there is a concomitant concern that technology may not promote middle grades philosophy and practices such as student voice, developmentally appropriate instruction, and integrative curriculum. Similarly, while some praise the effectiveness of technology integration in today’s classrooms, others report on the deleterious effects of enhanced screen time. The Review invites essays, research accounts, and practitioner perspectives that examine how the intentional use of technology affects the learning and lives of young adolescents in and out of school.
Issue 4(2): Open Call
Submission Date: May 15, 2018, Anticipated Publication Date: September, 2018
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 4(3): Theme Issue: LGBTQ Youth in the Middle Grades
Submission Date: September 15, 2018, Anticipated Publication Date: December, 2018
Over the past decade, school administrators and lawmakers increasingly have recognized that lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth are a vulnerable population in schools. While many middle schools have implemented policies designed to ensure all students feel welcome and safe, progress is uneven. In some states and districts, LGBTQ students and teachers lack protections from discrimination on the basis of sexual orientation or gender identity. In others, the protections that do exist may be unenforced or inadequate. With this call, the Review invites essays, research accounts, and practitioner perspectives that relate to the experiences of LGBTQ young adolescents.
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 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.