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

Editorial

PDF  Personalized Learning for Social Justice: From Theory to Practice

James F. Nagle, Saint Michael's College and Penny Bishop, University of Maine

Essay

PDF  Channeling John Dewey: What Would Vermont's Philosopher of Democracy Have to Say About Personalized Learning?

Kathleen R. Kesson Dr., LIU-Brooklyn

Practitioner Perspectives

PDF   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

PDF   Student Agency through Negotiated Practice

Meg O’Donnell, Shelburne Community School

PDF   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

PDF   Integrating School Makerspaces into the English Language Arts Curriculum

Lou Lahana, The Island School