http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/305 2026-04-06T22:59:01Z 2026-04-06T22:59:01Z Perveen, Rokhsana http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4780 2026-03-02T04:59:05Z 2026-03-02T00:00:00Z

Multilingual education towards social inclusion of the ethnic minority children in Bangladesh Perveen, Rokhsana Persistently multilingual education (MLE) has gained increasing attention around the globe. Research shows that mother tongue as a school language benefits children’s early years of learning including cognitive, social development, and identity formation of ethnic minority children (EMC). This qualitative research investigated how MLE enhances the social inclusion process of the EMC in Bangladesh. The purpose of the research was to understand MLE as a phenomenon from the perspectives of its policy, design and implementation in the Bangladesh context. The research study used the lenses of a constructivist philosophical perspectives and Bronfenbrenner’s (1979) Ecological System Theory which provided the theoretical basis to conduct this qualitative study. This study employed several research data collection tools, including document review, interview schedule, classroom observation guidelines, FGD guidelines, and field notes. Considering two different geographical regions (plain and hilly areas) and a set of different criteria set for the research, I have purposively selected two languages Communities-Garo and Chakma- out of the five language communities (Chakma, Marma, Tripura, Sadri and Garo) where MLE is being implemented. Including document review, data were collected from assistant teachers, head teachers, students, parents, and community people, and local education administrators representing two government primary schools located at two language communities. The thematic analysis technique of qualitative data was used. From the perspective of macro-system, the results indicate that a number of elements pertaining to social inclusion of ethnic minority children through MLE have been included in national policy documents. The development of the MLE Bridging xx plan that can be considered a Bangladeshi version of the "transitional model" of MLE is evidence of significant policy progress at the national level. It is a clear indication of the belief and commitment of Bangladesh at the national level towards SI for EMC through MTB-MLE. From an exo-system standpoint, the results show that the policy guidelines were unable to link local education administration and communities with the schools adequately when it comes to the implementation of MLE. As a result, the process of social inclusion of ethnic minority children (EMC) was obstructed at this level. The meso-system creates and extends different kinds of new relational dimensions between EMC and parents, teachers, and peers which contribute social inclusion process. However, the school practice and relationship between home and school remain traditional and the application of MLE did not result in the development of strong relationships among communities, schools, and homes. From micro-system perspectives, the research findings indicated that, despite the systematic development of the MLE bridging plan, the implementation process did not adhere to the sequential language allocation. While joyful teaching-learning strategies were observable in practice, the perspectives of MLE in teaching-learning were notably restricted. The overall school environment was found to be rooted in Bengali and English culture, rather than adopting a welcoming approach for EMC through cultural adaptation. Overall, although ecological connection was not fully established within the ecological system layers of macro-exo-meso-micro systems policy level initiatives in favor of MLE, MLE bridging plan and their implementation enhanced the process of social inclusion of EMC, and created scopes throughout the process. However, a context-based realistic strategic plan having ecological orientation for successful xxi implementation of MLE at every stage of the ecological systems towards social inclusion of EMC is yet to develop in Bangladesh. This research has potential implications for theory, policy and practice. It demonstrated a comprehensive theoretical framework to the audience who work in the field of MLE as well as social inclusion. This research opens up the horizon to think about MLE design and by using the ecological system theory. This study also demonstrated how an ecological theoretical framework could be used in MLE implementation. It provides insights into the strengths and limitations of existing policies of MLE towards social inclusion of ethnic minority children in Bangladesh context. In addition, it showed how a context-based realistic and comprehensive MLE strategic plan could be developed and more functional at different stages to enhance the social inclusion of ethnic minority children in Bangladesh. This thesis is submitted for the degree of Doctor of Philosophy.

2026-03-02T00:00:00Z BEGUM, RAZIA http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4735 2025-11-05T06:28:51Z 2025-11-05T00:00:00Z

Digital content development and their uses in secondary mathematics classroom BEGUM, RAZIA Digital content in mathematics classrooms has significantly increased in the last few decades. This study aims to explore the existing situation of mathematics teaching and learning using digital content and the integration of pedagogical approaches in secondary mathematics multimedia classrooms (MMCs). A comprehensive review of past and existing training manuals was conducted to inform the study design. This was combined with the findings from the five selected mathematics teachers’ interviews with the insights gathered from three mathematics teacher educators’ interviews to gain a deeper understanding of the trained teachers’ conceptions of digital content in mathematics classrooms. A qualitative case study approach was used to facilitate an in-depth exploration and investigation of this topic. This methodology allowed for a rich and nuanced understanding of the complex issues surrounding the integration of digital content in mathematics teaching-learning. Five trained mathematics teachers from five schools were selected using maximal variation techniques to ensure a diverse range of backgrounds. The selection criteria included factors such as training received (national and international ICT training, length of digital content development training), experience, gender, type of school, and location. Eighty students from these five schools were also chosen to participate in the focus group discussions (FGD). The existing multimedia mathematics classroom activities in these five schools were observed and recorded on video, that being facilitated by the five trained mathematics teachers. Field notes were made while paying close attention to listening to the recorded audio and video materials. The researcher then translated and transcribed the audio and video data, and analyzed the connections between the teachers’ pre lesson interviews and subsequent lessons to gain insights into how they utilized digital content. To achieve a more comprehensive understanding of the topic, a triangulation design was used to integrate data from three sources: lesson observations, teachers’ post-lesson interviews, and students’ focus group discussions. This triangulation approach allowed the researcher to explore the thinking of both teachers and students on various aspects of learning mathematics with digital XVII content in the classroom, including their perspectives on the benefits, challenges, and effective use of digital tools. The findings of the study revealed that although teachers were capable of creating digital content, they faced challenges in integrating pedagogy in a way that fostered creative and innovative learning experiences for their students. The trained mathematics teachers believed that digital content kept students engaged and attentive through visual elements like images, animations, and videos. However, they were not aware of the importance of integrating pedagogy. It was noted that the training manuals did not include sessions about in-depth learning and practice of the pedagogy integration using digital content, and it can be inferred that the mathematics classes followed a traditional lecture method using digital content in the form of PowerPoint presentations. The mathematical tasks or activities in lessons that incorporated digital content were often found to be lacking in challenge and diversity, failing to provide opportunities for students to engage in creative and innovative thinking. Additionally, there was no supportive physical space or effective technology infrastructure in the classroom, and the students did not benefit from the multimedia classroom’s use of digital content in terms of problem-solving, conceptual development, and critical thinking in mathematics. The recommendations necessitate redesigning the training programs for mathematics teachers to include mathematical digital content and various software with a strong pedagogical alignment. The findings of the study might be helpful to policymakers in focusing on supportive physical space in the classrooms and student-centered technology infrastructure and modifying the mathematics curriculum by integrating mathematical ICT resources along with diversified and challenging mathematical tasks for effective mathematics teaching and learning. This thesis is submitted for the degree of Doctor of Philosophy.

2025-11-05T00:00:00Z Ahmed, Saifuddin http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/3695 2025-02-18T04:38:14Z 2025-02-18T00:00:00Z

An analysis of the job of the district inspector of schools in Bangladesh Ahmed, Saifuddin This thesis is submitted for the degree of Doctor of Philosophy.

2025-02-18T00:00:00Z Salam, Md. Abdus http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/3694 2025-02-18T04:36:13Z 2025-02-18T00:00:00Z

Professional development and pedagogy of university teachers in Bangladesh : An exploratory study Salam, Md. Abdus This thesis is submitted for the degree of Doctor of Philosophy.

2025-02-18T00:00:00Z