Middle Grades Research Journal

Volume 13 #3

Edited by:
Toni M. Williams, University of South Carolina

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

Published 2024

Editorial Board Betsy Barrow, Georgia Southern University; Penny Bishop, University of Maine; Amanda Brewer, University of Central Missouri; Micki M. Caskey, Portland State University; Shelli Casler-Failing, Georgia Southern University; Caleb Chandler, University of Georgia; Chris Cook, Appalachian State University; Jason DeHart, Appalachian State University; Kent Divoli, University of Houston-Clear Lake; Cheryl R. Ellerbrock, University of South Florida; Chandra Givens Tate, Liberty University; Lisa Harrison, Ohio University; Kenesha Johnson, Claflin University; Stacy Martin Payne, Winthrop University; Steve Mertens, Illinois State University; George Roy, University of South Carolina; Nancy Ruppert, University of North Carolina Asheville; Brian Sevier, California State University Channel Islands; Kristie Smith, Columbus State University; Shelley Thomas, University of Louisville; Kim Wright, Texas A&M University; David Virtue, Western Carolina University. Special Guest Editors: Brooke Eisenbach and Nicole Miller

The Middle Grades Research Journal (MGRJ) is a peer-refereed journal that publishes original empirical and theoretical studies focused on middle grades education. All studies must include substantial linkage to the literature base in middle grades education, young adolescent development, and/or teaching and learning environments suitable to students during the middle grade years. (Studies using a sample of students or teachers from the middle grades but with no linkage to middle grades literature are unlikely to be acceptable for publication.) Considering that significant research in the middle grades may be approached in a variety of ways, MGRJ publishes research studies employing a range of paradigms and methodologies, including, but not limited to quantitative, qualitative, and mixed methodologies; historical research; case studies; single subject designs; and studies employing large-scale data bases.

CONTENTS
Editorial: Digital Pedagogy for Young Adolescents, Brooke Eisenbach and Nicole Miller. An Independent Virtual Mathematics Program for Middle-Grades Learners: Using Screencasts to Support Students’ Mathematical Knowledge and Motivation, Kaitlyn M. Sorochka and Vecihi S. Zambak. Creating Virtual Third Spaces That Foster Students’ Well-Being, Rachel Ranschaert, Hilary Hughes, Amy Murphy, and Kelsey Benson. Book Review: Verified, Susan Patterson.