Engaging in Educational Research

Revisiting Policy and Practice in Bangladesh
1. Auflage 2018
ISBN: 978-981-13-0706-5
Verlag: Springer Nature Singapore

Buch, Englisch, Band 44, 351 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 717 g

Reihe: Education in the Asia-Pacific Region: Issues, Concerns and Prospects

This book reflects the paradigm shift now manifesting in Bangladesh’s education system by highlighting recent empirical research. It shares essential insights by presenting research conducted on diverse aspects of current day education in Bangladesh, including policy and governance, equity, access and participation, curriculum and pedagogy, assessment, and education programs and projects run by NGOs. Further, it offers a platform for these unique studies to be showcased and disseminated to scholars and researchers from developing and developed countries alike, and represents a unique reference resource for the education research community in Bangladesh, Asia and all over the world.
With Foreword from Professor Serajul Islam Choudhury.

Zielgruppe

Research

Autoren/Hrsg.

Chowdhury, Raqib

Roshid, M Moninoor

Sarkar, Mahbub

Mojumder, Foez

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

1 Education in Bangladesh: Changing contexts and emerging realities.- Section 1 Access, Equity and Quality in Education.- 2 Policy-relevant Education Research: A study of access, quality and equity in Bangladesh.- 3 Analysing Bottlenecks to Equal Participation in Primary Education in Bangladesh: An equity perspective.- 4 Education in Emergencies: Examining an alternative endeavour in Bangladesh.- 5 Students' Sense of Belonging in Urban Junior Secondary Schools in Bangladesh: Grades, academic achievement and school satisfaction.- 6 Social Class Systems in Communicative Language Teaching in Bangladesh.- 7 Secondary School Teachers' Views on Inclusion of Students with Special Educational Needs in Regular Classrooms.- 8 Teachers as Leaders and Learners: Building teacher leadership in Bangladeshi.- 9 Collaborative Partnerships Within Communities of Practice: The need for school-based action research in Bangladesh.- Section 2 Reformation of Curriculum, Assessment and Teacher Development.- 10The Promotion of Science Values: Science teachers' perspectives and practices.- 11 "School Sciences is Irrelevant": Why still do Science? A case study on secondary students in Bangladesh.- 12 An Analysis of the Secondary School Certificate Examination: The case of creative questions.- Section 3 Higher Education, Employability and Economic Growth.- 13 Re-visioning English Studies in Bangladesh in the Age of Globalisation and ELT.- 14 Globalisation, Migration and Knowledge Generation: A study on higher education institutions in Bangladesh.- 15 Governance of Private Universities in Bangladesh: The myth of institutional autonomy.- 16 Role of English-Bangla Code-Switching in Vocabulary Retention: A case study at Dhaka University.- 17 English, Empowerment and Economic Development: A study in an international business.- 18 Lessons Learned: From emerging realities to implications for the future of education in Bangladesh.

Über Autor(innen)

Dr Raqib Chowdhury taught at the University of Dhaka from 1997 to 2004 and then, upon completing his PhD in 2008, joined Monash University, where he currently teaches. He holds Masters degrees in English Literature and Education and has published widely in the areas of TESOL, culture and pedagogy, teacher education, EIL, international education and identity. His latest book is from Multilingual Matters in 2014, entitled Desiring TESOL and International Education: Market Abuse and Exploitation.
Dr Mahbub Sarkar is a lecturer of educational research in the Faculty of Medicine, Nursing and Health Sciences at Monash University. He has over 12 years’ experience in researching a range of STEM education issues from early years to undergraduate levels, including aspects such as improving the quality of science curricula and teaching to increase student engagement, understanding the development of scientific and environmental literacy with students, and promoting undergraduate science students’ employability skills.
Dr Foez Mojumder completed his PhD in the Faculty of Education, Monash University, and currently teaches at primary to Masters levels. His teaching and research interests include STEM education, curriculum and pedagogy, and indigenous education. He has long been involved in educational projects at Monash University, focusing on improving the education of children in developing countries. He completed his Master of Education and Bachelor of Education at the Institute of Education and Research, University of Dhaka.
Dr M. Moninoor Roshid is an Associate Professor inthe Institute of Education and Research (IER), University of Dhaka, Bangladesh. He completed his PhD on Teaching English as a Second Language (TESL) at Monash University in Australia, and has produced a number of publications on English studies focusing on ELF, business communication, materials development, discourse analysis,graduates’ employment, and university-industry partnerships.