Call for Manuscripts
The editors of Middle Grades Review (MGR) are pleased to announce manuscript calls for 2026.
Issue 12(1): Open Call
Submission Deadline: Rolling
Anticipated Publication Date: Rolling publication beginning January 2026
Middle Grades Review (MGR) provides a provocative forum for debate within the field of middle grades education. Inviting a critical perspective, MGR is a peer-reviewed, multi-media venue for scholars and practitioners who wish to broaden the discourse of middle grades education by challenging conventional wisdom. In this general issue, MGR seeks pieces that explore the three key themes of democratic education, innovation, and social justice in relation to middle grades education and young adolescents.
Submission Requirements
Please read the MGR submission policies and author guidelines prior to preparing your submission.
- All submissions must focus specifically on grades 5-9 or ages 10-15, providing clear connections to middle grades philosophy and young adolescent development.
- Manuscripts should follow APA 7th edition formatting.
- Manuscripts must include an abstract (150-200 words) and 4-6 keywords.
- Research articles must include appropriate methodology and data analysis.
Submission Process
Submit manuscripts and other required documents through the Middle Grades Review online submissions portal. All submissions deemed suitable for the journal will undergo double-anonymous peer review by experts in middle grades education.
Issue 12(2): Theme Issue
Artificial Intelligence (AI) in Middle Grades Education
Guest Editor: Dr. Matt Moulton, Instructional Coordinator for St. Vrain Valley Schools
Submission Deadline: May 15, 2026
Anticipated Publication Date: Rolling publication beginning September 2026
The rapid integration of artificial intelligence technologies into educational settings has created unprecedented opportunities and challenges for middle grades educators, students, and administrators. As AI tools become increasingly accessible and sophisticated, middle schools find themselves at a critical juncture where they must thoughtfully navigate the potential benefits of AI-enhanced learning while addressing concerns about academic integrity, digital equity, and developmentally appropriate implementation. From AI-powered tutoring systems (e.g., Duolingo and Khanmigo) and personalized learning platforms (e.g., SchoolAI and Magic School) to student use of generative AI (e.g., ChatGPT or Google Gemini) for creative projects and research assistance, these technologies are reshaping how young adolescents engage with content, develop critical thinking skills, and prepare for an AI-integrated future. At this point in time, academic research articles related to AI in Middle Grades Education are sparse. Letourneau et al. (2025) found that AI-powered tutoring systems generally improve learning outcomes in K-12. Ng et al. (2025) reported that teachers see optimistic potential of GenAI in their contexts but cite major challenges including readiness, AI literacy, and school/district policies. Pew Research (2025) shares that more than a quarter of teenagers use ChatGPT for their homework. What does this mean for our work in middle grades education? The unique developmental characteristics of middle grades students—including their growing independence, identity formation, and varied technological fluency—require careful consideration as educators work to harness AI's potential while maintaining meaningful human connection and authentic learning experiences.
Manuscript Topics
We welcome submissions addressing, but not limited to, the following topics:
Research and Practice
- Empirical studies on AI tool effectiveness in middle grades classrooms
- Case studies of successful AI implementation in middle schools
- Student voice and perspectives on AI use in their learning
- Teacher preparation and professional development for AI integration
- Administrative considerations for school-wide AI adoption
- Use of AI to enhance family, community, and school partnerships
Pedagogical Applications
- AI-enhanced personalized learning approaches for diverse middle grades learners
- Using AI tools to support differentiated instruction and Universal Design for Learning
- AI applications in specific subject areas (mathematics, science, English language arts, social studies, etc.)
- Creative and innovative uses of AI in middle grades curricula
Critical Considerations
- Digital equity and access issues related to AI in middle schools
- Academic integrity and ethical AI use policies
- Privacy and data security concerns in educational AI applications
- Balancing AI assistance with authentic student learning and assessment
Student Development and AI
- Age-appropriate AI literacy curriculum for young adolescents
- Impact of AI on student creativity, critical thinking, and problem-solving
- Preparing middle grades students for an AI-integrated future workforce
- Social-emotional considerations of AI use among young adolescents
Manuscript Types
- Research & Inquiry (under 7,500 words, excluding references): Original research with implications for middle grades education
- Practitioner Perspectives (under 3,000 words, excluding references): Accounts of teacher and/or student practice
- Essays (under 3,000 words, excluding references): Posing opinion, positing or discussing theory, and/or offering critique
Submission Requirements
Please read the MGR submission policies and author guidelines prior to preparing your submission.
- All submissions must focus specifically on grades 5-9 or ages 10-15, providing clear connections to middle grades philosophy and young adolescent development.
- Manuscripts should follow APA 7th edition formatting.
- Manuscripts must include an abstract (150-200 words) and 4-6 keywords.
- Research articles must include appropriate methodology and data analysis.
- Authors should state in their cover letter that their manuscript is for this special theme issue.
Submission Process
Submit manuscripts and other required documents through the Middle Grades Review online submissions portal. All submissions deemed suitable for the journal will undergo double-anonymous peer review by experts in middle grades education and educational technology.
For questions about this special theme issue, please contact the editors:
Kathleen Brinegar
Email: kathleen.brinegar[at]uvm[dot]edu
James Nagle
Email: jnagle2[at]smcvt[dot]edu