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.
Teaching and Learning for Our Times: Editorial Remarks
James F. Nagle, Saint Michael's College and Penny A. Bishop, University of Vermont
We are All Unschoolers Now
Kathleen R. Kesson, LIU-Brooklyn
Applying Equity Literacy’s Four Abilities to Middle Schools for the Benefit of Students Experiencing Homelessness
Matthew J. Moulton, Indiana State University
Exploring Current Practice of Using Technology to Support Collaborative Argumentation in Science Classrooms
Pi-Sui Hsu, Northern Illinois University; Saurav Mukhopadhyay; and Rakez Al-Ararah
I Found a Democratic School, Finally: A Response to “This is What Democracy Looks Like: Some Thoughts on Democratic Schools”
Gary Weilbacher, Illinois State University
Moving from Inaction to Action: Challenging Homo- and Transphobia in Middle School English Language Arts
Henry (Cody) C. Miller, SUNY Brockport; Kathleen M. Olmstead, SUNY Brockport; Kathleen Colantonio-Yurko, SUNY Brockport; Amy Shema, SUNY Brockport; and Natalie Svrcek, SUNY Brockport