Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal International Journal for Educational and Vocational Studies Journal of Educational Sciences
Mallick, Biplob
Unknown Affiliation
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Exploring Inclusion in Secondary Schools: A Study on Dhaka City Chaitee, Nazmun Nahar; Mallick, Biplob; Arefin, Md. Shamsul; Popy, Fatema Begum
International Journal for Educational and Vocational Studies Vol 2, No 12 (2020): December 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i12.3008

Abstract

This paper presents findings of a mixed methods research which is mainly exploratory research by nature. The primary data have been collected from 180 students and 60 teachers by questionnaires, classroom observation and FGD. To analysis the data a descriptive triangulation approach is used. The Major purpose of this study is to present the practice of inclusive education on inclusive schooling in Dhaka city and other vulnerability discourses that elevated utmost challenges for survival of students with Disabilities (PWDs), disadvantage, gender discrimination during study time. The study findings explore multiple factors poses a threat to inclusion, as Bangladesh is considered one of the most growing concern countries in the world about inclusion. The study reveals that there is gender equity and empty gender discrimination in Dhaka city but still there is unpleasant proportion between student and teacher ratio. Although the lack of enough facilities, schools are welcoming different categories of students in their classroom while teachers are not always prepared to support students for ensuring quality education together with special need child. Though the different initiatives have been taken to train the teachers, which is a must for achieving goals but there is a lack of trained teachers in school to nurture the special need children whereas unified curriculum has been used with ICT teaching-learning materials. Making creative question is one of the most highly encouraging reforms in our country and whenever students take it positively but teachers either have a little idea or dislike the process. In this circumstances it is expected that the findings would influence policies for ensuring inclusive intervention of preparedness and rehabilitation. 
Unveiling Teachers' Assessment Bias and its Link to Practice of Shadow Education Sarkar, Ayshiti; Mallick, Biplob
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.675-686

Abstract

Assessment means assessing someone but it denotes more than just assessing someone in education whereas shadow education indicates to private tutoring arranged beyond formal education aims to attain better academic achievement. Many teachers in Bangladesh are involved in shadow education on a paid system who are teaching the same students in school. This qualitative study aims to explore whether teachers' assessment practice is biased and how this bias is linked to their involvement in private tutoring. Different types of assessment practice of the teachers are as consequences of shadow education practice such as bias in summative assessment, bias in formative assessment, intentional bias, and unintentional bias. Among these four, bias in summative assessment, bias in formative assessment and intentional bias are directly linked with the shadow education practice. The teachers are practicing 'favoritism' to reward the students who take private tuition from them and they are practicing 'unfair penalization' to punish the students who do not take tuition from them. However, unintentional bias cannot be linked with the shadow education practice of the teachers. Therefore, the teachers should practice fair assessment practice to promote the learning of the students learning even though they are involved in shadow education practice.
Exploring Inclusion in Secondary Schools: A Study on Dhaka City Chaitee, Nazmun Nahar; Mallick, Biplob; Arefin, Md. Shamsul; Popy, Fatema Begum
International Journal for Educational and Vocational Studies Vol. 2 No. 12 (2020): December 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i12.3008

Abstract

This paper presents findings of a mixed methods research which is mainly exploratory research by nature. The primary data have been collected from 180 students and 60 teachers by questionnaires, classroom observation and FGD. To analysis the data a descriptive triangulation approach is used. The Major purpose of this study is to present the practice of inclusive education on inclusive schooling in Dhaka city and other vulnerability discourses that elevated utmost challenges for survival of students with Disabilities (PWDs), disadvantage, gender discrimination during study time. The study findings explore multiple factors poses a threat to inclusion, as Bangladesh is considered one of the most growing concern countries in the world about inclusion. The study reveals that there is gender equity and empty gender discrimination in Dhaka city but still there is unpleasant proportion between student and teacher ratio. Although the lack of enough facilities, schools are welcoming different categories of students in their classroom while teachers are not always prepared to support students for ensuring quality education together with special need child. Though the different initiatives have been taken to train the teachers, which is a must for achieving goals but there is a lack of trained teachers in school to nurture the special need children whereas unified curriculum has been used with ICT teaching-learning materials. Making creative question is one of the most highly encouraging reforms in our country and whenever students take it positively but teachers either have a little idea or dislike the process. In this circumstances it is expected that the findings would influence policies for ensuring inclusive intervention of preparedness and rehabilitation. 
Co-Authors Arefin, Md. Shamsul Chaitee, Nazmun Nahar Popy, Fatema Begum Sarkar, Ayshiti