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Multicultural Learning and Teaching

Editor-in-Chief: Obiakor, Festus / Algozzine, Robert

Managing Editor: Banks, Tachelle

2 Issues per year

    49,00 € / $74.00 / £37.00*

    Online
    ISSN
    2161-2412
    See all formats and pricing
    In This Section

    Overview

    Your benefits
    • Multidisciplinary journal devoted to education
    • Theoretical and practical implications for multicultural education
    • Internationally recognized editorial board

    Aims and Scope

    Objective
    Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.

    Topics
    • Identification
    • Assessment
    • Labeling/categorization
    • Placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds
    • Family or community-related services
    • Legislation
    • Litigation
    • Professional preparation
    • Diverse multicultural backgrounds
    • Learning environments
    • Multicultural communication

    Article formats
    Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications. The article formats are: Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.

    Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching.

    Information on Submission Process

    Details

    Language:
    English
    Type of Publication:
    Journal
    Readership:

    The journal focuses on the broad implications of multicultural learning and teaching practices around the world, going beyond traditional education journals to offer analysis and practical recommendations of interest to teachers, counseling and community-service providers, school administrators, urban program specialists, education policymakers, and any professionals who grapple with questions of multicultural communication

    Submission of Manuscripts

    Instructions for Authors

    Submission
    Online Submission of Manuscripts

    Your benefits of publishing with us
    • Prominent scholars who reflect the journal's international and multidisciplinary scope
    • Fast access to articles due to ahead of print publishing
    • Every article easily discoverable because of Search Engine Optimization (SEO) and comprehensive abstracting and indexing services
    • Convenient citation tracking via e-mail alert
    • Secure archiving by De Gruyter and the independent archiving service Portico
    • Professional sales and marketing activities

    Submission process
    • Set your manuscript according to the Manuscript Preparation Guidelines
    • Submit the article via our Online Submission Tool
    • Peer review procedure
    • Decision on your paper
    • Ahead of print publishing

    Please note
    • Manuscripts of articles should be in English. Authors whose native language is not English are asked to have their article carefully checked by a native speaker
    • Before submitting a paper please get familiar with our Publication Ethics and Malpractice Statement as well as Journal Policies
    • Once your article is accepted you have the option to publish it open access
    • Our repository policy allows you to distribute 30 PDF copies of your published article to colleagues (the PDF has to include the information that it is an author's copy). Please also feel free to distribute the link to the online abstract
    • If you have any general questions please visit our FAQ page for authors

    We look forward to receiving your manuscript!

    More ...

    History

    History
    2 issues/year
    Content available since 2006 (Volume 1, Issue 1)

    Abstracting & Indexing

    Multicultural Learning and Teaching is covered by the following services:

    • Baidu Scholar
    • Celdes
    • CNKI Scholar (China National Knowledge Infrastructure)
    • CNPIEC
    • EBSCO (relevant databases)
    • EBSCO Discovery Service
    • ERIC (Education Resources Information Center)
    • ERIH PLUS (European Reference Index for the Humanities and Social Sciences)
    • Gale/Cengage
    • Genamics JournalSeek
    • Google Scholar
    • J-Gate
    • JournalTOCs
    • KESLI-NDSL (Korean National Discovery for Science Leaders)
    • MLA International Bibliography
    • Naviga (Softweco)
    • Primo Central (ExLibris)
    • ProQuest (relevant databases)
    • ReadCube
    • ResearchGate
    • Sherpa/RoMEO
    • Summon (Serials Solutions/ProQuest)
    • TDNet
    • Ulrich's Periodicals Directory/ulrichsweb
    • WanFang Data
    • WorldCat (OCLC)

    Editorial Information

    Executive Editors
    Festus E. Obiakor
    , Sunny Educational Consulting
    Bob Algozzine, University of North Carolina at Charlotte

    Executive Managing Editor
    Tachelle Banks, Cleveland State University

    Executive Associate Editors
    Jeffrey P. Bakken, Bradley University
    Gwendolyn Cartledge, Ohio State University
    Vivian Correa, University of North Carolina at Charlotte
    Bridgie A. Ford, University of Akron
    Laurel M. Garrick Duhaney, State University of New York, New Paltz
    Robert Rueda, University of Southern California
    Marty Sapp, University of Wisconsin, Milwaukee
    Sean Warner, Clark Atlanta University
    Lynn Wilder, Florida Gulf Coast University
    Paul Zionts, DePaul University

    Associate Editors
    Rene Antrop-Gonzalez, Metropolitan State University
    Floyd Beachum, Lehigh University
    Lyndal Bullock, University of North Texas
    Satasha Green, Chicago State University
    Brian Harper, Cleveland State University
    Richard Hartshorne, University of Central Florida
    Ying Hui, Rhode Island College
    Kagendo Mutua, University of Alabama, Tuscaloosa
    Mary Anne Prater, Brigham Young University
    Terri Purcell, Cleveland State University
    Scott Sparks, Ohio University


    Editorial Board Members
    Eugene Asola, Valdosta State University
    Selete Avoke, U.S. Department of Education
    Marvin Berlowitz, University of Cincinnati
    Elif Dasci, Aksaray University
    Elizabeth Dooley, University of Central Florida
    Don Gala, Educational Consultants Network, Inc.
    Ralph Gardner, III, Ohio State University
    Lenwood Gibson, Queens College, CUNY
    Patrick Grant, Slippery Rock University of Pennsylvania
    Jessica Baxter Graves, Valdosta State University
    Mateba K. Harris, Marshall High School, Missouri, Texas
    Samuel Hodge, Ohio State University
    Carol Huang, The City College of New York, CUNY
    E. Lincoln James, Washington State University
    Scott Kissau, University of North Carolina Charlotte
    Jae Hoon Lim, University of North Carolina Charlotte
    James Martinez, Valdosta State University
    Carlos McCray, University of Louisville
    Angela McIntosh, Norfolk State University
    Gathogo Mukuria, University of Nairobi, Kenya
    Sunday O. Obi, Kentucky State University
    Elizabeth Omiteru, Georgia Military College
    Patricia Peterson, University of Northern Arizona
    Otensia Peets-Allamby, Charlotte Amalie High School, St. Thomas, VI
    Lynda Quamina-Aiyejina, University of West Indies, St. Aug., Trinidad
    Vojtech Regec, Palacky University, Czech Republic
    Michael Ruzicka, Palacky University, Czech Republic
    Marla Sanders, Columbia College
    Jenna Min Shim, University of Wyoming
    Shaunita Strozier, Valdosta State University
    Cheryl Utley, Utley Consulting
    Elia Vazquez-Montilla, Florida Gulf Coast University
    Chuang Wang, University of North Carolina at Charlotte
    Margaret A. Winzer, University of Lethbridge, Alberta, Canada
    Christopher Yawn, The City College of New York, CUNY

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