Calls for Manuscripts

Upcoming Voices from the Middle Themes

March 2020 Tough Stuff: Deadline June 1, 2019
May 2020 What’s Next in English/Language Arts Curriculum?: Deadline Aug. 1, 2019

Read the submission guidelines

Greetings from the editors
As former middle level English language arts teachers, we know well the joys and challenges of teaching middle level learners. We hope that Voices from the Middle will continue to serve you as a vibrant source of professional development, highlighting best practices in the craft of middle level teaching, pieces from middle grades and young adult authors, and even ideas, responses, and celebrations from the students we serve. We hope to do so with a growing attention to offering our readers interactive and multimodal content. We welcome your participation in growing YOUR journal in ways that make an impact on your students and your teaching.

—Sara Kajder (The University of Georgia) and Shelbie Witte (Oklahoma State University)

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March 2020 Tough Stuff Sometimes the world is not on its best behavior. What do WE do, as middle level educators, to support, guide, and be a resource for students who are either directly or indirectly dealing with tough stuff? What parts of our curriculum are best used to consider local, national, or world events in order to model critical thinking and civil discourse about controversial issues? When terrifying and disheartening things happen to young people, what are our roles as teachers? How do we model equality and equity for our students? This issue welcomes frank conversations about the range of tough stuff our middle level students face as well as the important issues we need to purposely discuss in order to provide safe places for questions and concerns. Submission deadline: June 1, 2019

May 2020 What’s Next in English/Language Arts Curriculum? These calls for “What’s Next” are an opportunity for us to look closely at what is happening right now in our classrooms—and what we see coming next. For this issue, we focus in on the “what” of our teaching—the texts, textbooks, and curriculum we use. Do you use a textbook to do smart and compelling work? What are the “must teach” texts that make up your non-negotiable list? How does your system engage in personalized learning? How do we best use/transform/deploy/imagine the programs and curricula we receive? This issue invites you to push against and challenge our thinking. What do we need to do next? And, what does innovation include? Submission deadline: August 1, 2019