Middle Grades Review

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.

Middle Grades Review is moving!

As a new partner of the University of Vermont Press, Middle Grades Review will be migrating all content and submissions to Janeway, our new editorial management platform. We expect to complete this migration in May 2025. We will continue to publish and accept submissions without interruption throughout this migration.

To read Middle Grades Review, click on the current issue’s articles below or use the options in the right sidebar to search by issue or keyword.

To submit your work to Middle Grades Review, please use our new submissions platform. Refer to the Call for Manuscripts for information about deadlines, subject matter, and types of submissions.To access a submission already in progress, please log in to your Digital Commons account. Click “My Account” in the navigation bar at the top of this page.

Current Issue: Creating and Sustaining Equitable Communities (Volume 10, Issue 2, 2024)

Young Adolescent Engagement: Editorial Remarks

James F. Nagle, Saint Michael's College and Penny A. Bishop, Boston University

Essays

Risk Factors and Their Effect on Young Adolescents' Health and Well-Being

Steven B. Mertens, Illinois State University and Micki M. Caskey, Portland State University

Self-Directed Learning and Service Learning in Middle Grades: What are the Connections and Implications?

Katy Farber, Saint Michael's College and Rachel Mark, Vermont State University

Research

Urban Educators' Journey with Restorative Justice: Insights and Challenges

Kathy Brown; Jennifer Grace, University of Houston, Clear Lake; and Lisa A. Jones, University of Houston - Clear Lake

Practitioner Perspectives

Nurturing Lifelong Readers: The Power of Near-Peer Mentoring for Young Adolescents and Their Mentors

Lindsay Persohn, University of South Florida, Sarasota-Manatee; Karyn Zalman Mendez, Independent Scholar; Dulcey Bishop Hunter, University of South Florida; Chelsea Rivera, University of South Florida; and Cheryl R. Ellerbrock, University of South Florida