An analysis of classroom culture of BRAC schools
This study aimed at examining the classroom culture of two types of BRAC schools, i.e., Non Formal Primary Education (NFPE) and Chandina Learning Improvement Project (CLIP). Two schools from each category were selected purposely, and each school was observed for a week. The NFPE schools are based...
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| פורמט: | Research report |
| שפה: | English |
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BRAC Research and Evaluation Division (RED)
2019
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| גישה מקוונת: | http://hdl.handle.net/10361/13364 |
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10361-13364 |
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10361-133642019-12-31T21:01:11Z An analysis of classroom culture of BRAC schools Imam, Syeda Rumnaz Khan, Kaisar A Classroom culture BRAC Schools Non Formal Primary Education (NFPE) Chandina Learning Improvement Project (CLIP) Classroom environment Education, Urban This study aimed at examining the classroom culture of two types of BRAC schools, i.e., Non Formal Primary Education (NFPE) and Chandina Learning Improvement Project (CLIP). Two schools from each category were selected purposely, and each school was observed for a week. The NFPE schools are based mainly on large group method, according to which, the students are found to be seated in a large U shaped group and all the activities in the class are done within this group. On the other hand, CLIP schools are based mainly on small group method. The whole class is divided into five small groups, each containing 5-6 members and a group leader. Most of the classroom activities are done within these small groups in CLJP schools. Although the small group method has been implemented successfully in the educational processes in different countries, it does not seem to have been particularly successful in BRAC schools. Teacher's training and supervision of teachers skills need to be enhanced in order meet the goals set by a well-planned project like CLIP. The large group method seems to see more effective compared to the small group method. Some other drawbacks that were also found in the classroom practices in both types of schools were lack of adequate explanation of the lessons, pressure to recall lessons word by word, lack of pedagogical skills among the teachers, absence of the practice of asking questions to the teachers, some problems with the materials, gap in the process of supervision, and above all lack of gender sensitivity. The introduction of any innovative teaching method can not bring fruitful results unless the facilitators and the supervisors are trained enough to effective implementation. Thus, pedagogical skills of the teachers and supervision skills of the staff should be improved through effective training. 2019-12-31T09:20:14Z 2019-12-31T09:20:14Z 1998-07 Research report Imam, S. R., & Khan, K. A. (1998, July). An analysis of classroom culture of BRAC schools. Research Reports (1998): Social Studies, Vol – XIX, 170–192. http://hdl.handle.net/10361/13364 en application/pdf BRAC Research and Evaluation Division (RED) |
| institution |
Brac University |
| collection |
Institutional Repository |
| language |
English |
| topic |
Classroom culture BRAC Schools Non Formal Primary Education (NFPE) Chandina Learning Improvement Project (CLIP) Classroom environment Education, Urban |
| spellingShingle |
Classroom culture BRAC Schools Non Formal Primary Education (NFPE) Chandina Learning Improvement Project (CLIP) Classroom environment Education, Urban Imam, Syeda Rumnaz Khan, Kaisar A An analysis of classroom culture of BRAC schools |
| description |
This study aimed at examining the classroom culture of two types of BRAC schools, i.e., Non Formal
Primary Education (NFPE) and Chandina Learning Improvement Project (CLIP). Two
schools from each category were selected purposely, and each school was observed for a week.
The NFPE schools are based mainly on large group method, according to which, the students are
found to be seated in a large U shaped group and all the activities in the class are done within this
group. On the other hand, CLIP schools are based mainly on small group method. The whole
class is divided into five small groups, each containing 5-6 members and a group leader. Most of
the classroom activities are done within these small groups in CLJP schools. Although the small
group method has been implemented successfully in the educational processes in different
countries, it does not seem to have been particularly successful in BRAC schools. Teacher's
training and supervision of teachers skills need to be enhanced in order meet the goals set by a
well-planned project like CLIP. The large group method seems to see more effective compared to
the small group method. Some other drawbacks that were also found in the classroom practices
in both types of schools were lack of adequate explanation of the lessons, pressure to recall
lessons word by word, lack of pedagogical skills among the teachers, absence of the practice of
asking questions to the teachers, some problems with the materials, gap in the process of
supervision, and above all lack of gender sensitivity. The introduction of any innovative teaching
method can not bring fruitful results unless the facilitators and the supervisors are trained enough
to effective implementation. Thus, pedagogical skills of the teachers and supervision skills of
the staff should be improved through effective training. |
| format |
Research report |
| author |
Imam, Syeda Rumnaz Khan, Kaisar A |
| author_facet |
Imam, Syeda Rumnaz Khan, Kaisar A |
| author_sort |
Imam, Syeda Rumnaz |
| title |
An analysis of classroom culture of BRAC schools |
| title_short |
An analysis of classroom culture of BRAC schools |
| title_full |
An analysis of classroom culture of BRAC schools |
| title_fullStr |
An analysis of classroom culture of BRAC schools |
| title_full_unstemmed |
An analysis of classroom culture of BRAC schools |
| title_sort |
analysis of classroom culture of brac schools |
| publisher |
BRAC Research and Evaluation Division (RED) |
| publishDate |
2019 |
| url |
http://hdl.handle.net/10361/13364 |
| work_keys_str_mv |
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