Middle Grades Research Journal - Issue
Volume 11 #1
Larry G. Daniel, The Citadel
A volume in the series: Middle Grades Research Journal. Editor(s): Frances R. Spielhagen, Mount Saint Mary College.
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.
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.
- EDU000000 - EDUCATION: General
- EDU001020 - EDUCATION: ADMINISTRATION: Elementary & Secondary
- EDU037000 - EDUCATION: Research
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- Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders
- Literature Reviews in Support of the Middle Level Education Research Agenda
- Middle Grades Research Journal - Single Issue Volume 1 #1
- Navigating the Volatility of Higher Education Anthropological and Policy Perspectives
- No Reluctant Citizens Teaching Civics in K-12 Classrooms
- Power, Equity and (Re)Design Bridging Learning and Critical Theories in Learning Ecologies for Youth