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.

 6(2): Middle Grades Education in the Age of COVID-19

Editorial

PDF Middle Grades Education in the Age of COVID-19: Editorial Remarks

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

Essays

PDF COVID-19, Middle Level Teacher Candidates, and Colloquialisms: Navigating Emergency Remote Field Experiences

Brooke B. Eisenbach, Lesley University; Paula Greathouse, TT; and Caroline Acquaviva, Lesley University

PDF In a Spirit of Curiosity, Concern, Collaboration, and Humility: Considering the Work of Middle Grades Education in the Context of a Pandemic

Kristie W. Smith, Literacy Instructional Specialist in the Southeast and Kristina N. Falbe, Illinois State University

PDF Teacher Education in the Time of COVID-19: Creating Digital Networks as University-School-Family Partnerships

Tracey S. Hodges, University of Alabama; Cailin Kerch, University of Alabama; and Melisa (Lisa) Fowler, University of Alabama

PDF Teaching through Collective Trauma in the Era of COVID-19: Trauma-informed Practices for Middle Level Learners

Shantel D. Crosby LMSW, PhD, University of Louisville; Penny B. Howell EdM, EdD, University of Louisville; and Shelley Thomas MAT, EdD, University of Louisville

PDF Middle Level Teachers Quarantine, Teach, and Increase Self-Efficacy Beliefs: Using Theory to Build Practice During COVID-19

Heather Rogers Haverback, Towson University

PDF The Global Pandemic as Learning Opportunities about the World: Extending School Curriculum

Bogum Yoon Dr., State University of New York at Binghamton

Research

PDF “Making the Unusual Usual:” Students’ Perspectives and Experiences of Learning at Home during the COVID-19 Pandemic

Mary Beth Schaefer, St. John's University; Sandra Schamroth Abrams, St. John's University; Molly Kurpis, St. John's University; Madeline Abrams, St. John's University; and Charlotte Abrams, St. John's University

Practitioner Perspectives

PDF Gender Engagement Differences with Remote Learning: A Middle Level Teacher's Perspective

Matt Chandler, Burlington School District

PDF Leveraging Community Partnerships to Engage Digitally Foreign Learners in Response to COVID-19

W. Keith Burgess, University of North Carolina at Charlotte and Jimmeka L. Anderson, University of North Carolina at Charlotte

PDF Success Plan for the Online Learning Experience: Student Engagement, Teacher Accessibility, & Relationships

Ruchelle Combs, University of South Florida