Read the submission guidelines
Quality Teaching: 5 Years Later
The first issue under our editorship focused on defining quality teaching. We wonder how the thinking about quality teaching has changed in the past five years. How have the Common Core State Standards impacted teaching and learning in your classroom or school? How has technology focused instruction? In an era of new assessments and new curriculum, how do you define quality instruction for all students? We are also interested in what quality instruction looks like for students who have experienced less success in school, specifically students with disabilities, students who struggle academically or socially, students who have been marginalized by schools or society, and English learners. Let’s celebrate good teaching and the excellent teachers who focus their lessons on learning each day. Submission deadline: May 1, 2015
NOTE: The current editorial team's term ends with the May 2016 issue. The first issue under new editors Sara Kajder and Shelbie Witte will appear in September 2016. You can find Kajder and Witte's calls for manuscripts below. Please note that they will not accept general submissions; all submissions must be tied to one of the themes. The review process will begin once the submission deadline has passed.
Raising Our Teacher Voices
Each election year, education becomes a hot issue as national, state, and local candidates for office seek to find favor with their constituents. As teachers, we know the stories of our classrooms intimately, and, often, we raise our voices in an attempt to challenge, influence, and move policy. Our voices have power. Much of the 2016 election cycle continues to be about making change in education, so this issue is about sharing the ways in which you successfully navigate speaking about the issues that impact you as a teacher with people in power. In what ways do you encourage students to speak out about issues for which they care deeply? How do you advocate for the issues you care about as a middle level teacher? Have you shared the successes of your classroom pedagogies with your local school board? Are you involved with grassroots efforts to opt out of standardized assessments? What power does your teacher voice have in your school? How do you create positive change for your students? We invite you to share the ways that the advocacy landscape, at whatever level is appropriate--local, state, national--impacts your work as a middle level educator. Submission deadline: December 1, 2015
Who Are Middle Level Kids?
Middle level students are vibrantly unique in their life experiences, perspectives, and approaches to learning. For many of us, they are what brought us to our profession and what brings joy to our daily work. This issue celebrates their energies, their eccentricities, and the unique power of what they bring into our English language arts classrooms each day. How do you come to really know the middle level kids with whom you work? What makes a middle level student particularly unique? How does space work in your classroom to invite or to challenge their particular skills? How do you allow them to balance self-expression with learning goals and expectations? What unique challenges present themselves when working with middle level kids? What are the spaces in which they live and grow in our classrooms, especially the unexpected? We invite you to introduce our readers to your well-honed and responsive approaches, strategies, lessons, and collaborations that make teaching middle level kids so rewarding. The sky’s the limit! Submission deadline: March 1, 2016
Culturally Responsive Teaching within Middle Grades
In his Presidential Address at the 2014 NCTE Annual Convention, Ernest Morrell reminded us that “the diversity in our English classrooms is our greatest strength.” This issue challenges us to consider the ways we engage our middle level students in learning that is culturally and socially relevant and responsive. How do we develop student voices, skills, and understandings in a way that empowers all students to speak their truths? What are the texts that help us to come together in understanding our differences and our sameness? Where are our collective and communal struggles? What classroom teaching engages middle level students in developing their skills as critical readers and writers? How can student readers and writers do work that actually changes their communities? We invite you to guide our readers in seeing the multiple and authentic ways in which we create opportunities for all of our students to tell their stories and engage in social action. Submission deadline: June 1, 2016
What’s Next in Teaching Reading
Middle level readers are an exacting bunch, and recent professional texts have helped teachers create experiences that offer study of process and skills along with time to simply read. We’ve constructed classroom libraries and collaborated with students to create useful anchor charts. But, what’s next? This issue invites us to share our most recent discoveries and lessons when it comes to growing the skills, practices, and identities of middle level readers. What kinds of assessment are most useful in helping students to understand and, eventually, self-regulate their practices? How are you using digital tools and technologies to support student readers of electronic and print texts? What are the texts that feed your students’ interests, imaginations, and craft as writers? We invite you to share the ways in which you and your students are working together to become even stronger and more thoughtful readers. Submission deadline: August 1, 2016