Middle Grades Research Journal

Volume 11 #1

Edited by:
Larry G. Daniel, The Citadel

A volume in the series: Middle Grades Research Journal. Editor(s): Toni M. Williams, University of South Carolina.

Published 2017

Middle Grades Research Journal (MGRJ) is a refereed, peer reviewed journal that publishes original studies providing both empirical and theoretical frameworks that focus on middle grades education. A variety of articles are published quarterly in March, June, September, and December of each volume year.

CONTENTS
Preface, Larry G. Daniel. The Impact of Middle School Connectedness on Future High School Outcomes in a Black American Sample, Sara Tomek, Anneliese C. Bolland, Lisa M. Hooper, Shannon Hitchcock, and John M. Bolland. Reform‐Oriented Collaborative Inquiry as a Pedagogy for Student Teaching in Middle School, Jessica DeMink‐Carthew. Associations of Teacher Autonomy Support and Structure With Young Adolescents’ Motivation, Engagement, Belonging, and Achievement, Sarah M. Kiefer and Sarah Pennington. Middle‐School Teachers’ Enacted Beliefs: Negotiating the Nonnegotiables of High‐stakes Accountability Policies, Christy Maranda Howard and Samuel Miller. Disciplinary Literacy in the Middle School: Exploring Pedagogical Tensions, Abbey C. K. Graham, Shea N. Kerkhoff, and Hiller A. Spires. Using a Personal Learning Framework to Transform Middle Grades Teaching Practice, James Nagle and Don Taylor.