Draft:Miles Madison Harvey

Miles Madison Harvey is a middle school teacher, preservice teacher, head esports coach, mentor teacher, educational research scientist, and author in the United States of America. He is best known for his 2018 dissertation, "Video Games and Virtual Reality as Classroom Literature: Thoughts, Experiences, and Learning with 8th Grade Middle School Students ", which recounted the research of nineteen of his students and their use of video games in small groups for five consecutive weeks. Both Dr. Harvey and the nineteen students recorded data about their thoughts, experiences, and learning as they played in the classroom.

Biography
Miles Madison Harvey was born and raised in Albuquerque, New Mexico in the United Stated. He was born on June 17th, 1987. Although he grew up in United States, he became a dual citizen of Canada when he was 22 years old. His father, Grant Harvey Sr. was a natural born citizen of Red Deer, Alberta in Canada.

Early life
At age five years old Miles Madison Harvey began playing ice hockey and continued to do so all the way through college at the University of New Mexico. He also joined Cub Scouts at age 8 and later on Boy Scouts at age 11. He also was a gamer and enjoyed going to Youth Group at his nearby local Methodist Church until he was 16 years old.

Education
Miles Madison Harvey attended grade school at Petroglyph Elementary School for one year before attending Chamiza Elementary School from grades 2-5. He then went on to go to LBJ Middle School and then Cibola High School where he graduated with his high school diploma. He then went onto college at the Central New Mexico Community College to earn his Associate of Arts before transferring to the University of New Mexico to study education. He earned his Bachelor of Arts in education in 2010, then his Master of Arts in Education in 2012, and then his Ph.D. in education in 2018.

Published works
“To Be, or Not to Be”: Modernizing Shakespeare With Multimodal Learning Stations

M Harvey, A Deuel, R Marlatt

Journal of Adolescent & Adult Literacy 63 (5), 559-568