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: Calls for Change in Middle Grades Education 

Editorial

PDF   Clarion Calls for Change

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

Essays

PDF  Stimulating a Gradual and Progressive Shift to Personalize Learning for All: There is Magic in the Middle

Autumn R. Turk, Burrell School District, Point Park University

PDF  Overcoming Barriers: De-Tracking to Teach for Social Justice

Stephanie J. White, University of Louisville

Research

PDF  Creating Brave Space: Middle School Students Discuss Race

Beth A. Beschorner, Minnesota State University, Mankato; Kathleen Ferrero, Lake Forest College; and Robbie Burnett, MinnState System Office

PDF  America’s Middle Schools: Examining Context, Organizational Structures, and Instructional Practices

Ryan Alverson, Northern Kentucky University; Mike DiCicco, Northern Kentucky University; Shawn A. Faulkner, Northern Kentucky University; and Chris Cook, Appalachian State University

PDF  Poverty and Middle Level Achievement in a Common Core State: What are we Missing?

Lauren Davis, Montana State University-Bozeman

PDF  Teacher Candidates Collaborate to Create Place-Based Integrated Curriculum

Amanda Wall, Georgia Southern University and Taylor Norman, Georgia Southern University

Practitioner Perspective

PDF  Teaching Social Identity

Samuel M. Nelson, Shelburne Community School