Gender equality in science classrooms: teacher perceptions and teaching-learning practices in government primary schools in Dhaka
This thesis is submitted in partial fulfilment of the requirements for the degree of Masters of Science in Early Child Development, 2021.
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| Формат: | Дисертація |
| Мова: | English |
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Brac University
2021
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| Онлайн доступ: | http://hdl.handle.net/10361/15155 |
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10361-15155 |
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10361-151552021-10-06T21:01:33Z Gender equality in science classrooms: teacher perceptions and teaching-learning practices in government primary schools in Dhaka Ahmed, Maisha Mim, Shamnaz Arifin Institute of Education Development, BRAC University Gender equality Teacher perceptions Government primary schools Sex discrimination against women Elementary education This thesis is submitted in partial fulfilment of the requirements for the degree of Masters of Science in Early Child Development, 2021. Cataloged from PDF version of thesis. Includes bibliographical references (pages 48-52). This is a qualitative study exploring teachers’ influences in gender equality in primary science classes in an urban context. Perceptions and attitudes of teachers in classes directly impact students’ learning in science as early as in third grade. It is important to understand the gender-gap and under-representation of girls in science, both academics and career, in Bangladesh. The research is focussed on teachers’ perceptions and teaching-learning practices that shape distinguished experiences for boys and girls in the classroom. By convenience sampling, eight teachers were selected from four government primary schools in Dhaka and interviewed using an interview-guided approach. Results found that although girls were seen as better students based on assessments and their completion of work, teachers perceived boys as naturally inclined to study in science due to having higher-cognitive abilities desired in science, being more exposed to the outdoors and making more interactions in class to question, participate, and ask for help. Maisha Ahmed M. Early Child Development 2021-10-06T07:00:33Z 2021-10-06T07:00:33Z 2021 2021-06 Thesis ID 19357062 http://hdl.handle.net/10361/15155 en BRAC University thesis reports are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 58 pages application/pdf Brac University |
| institution |
Brac University |
| collection |
Institutional Repository |
| language |
English |
| topic |
Gender equality Teacher perceptions Government primary schools Sex discrimination against women Elementary education |
| spellingShingle |
Gender equality Teacher perceptions Government primary schools Sex discrimination against women Elementary education Ahmed, Maisha Gender equality in science classrooms: teacher perceptions and teaching-learning practices in government primary schools in Dhaka |
| description |
This thesis is submitted in partial fulfilment of the requirements for the degree of Masters of Science in Early Child Development, 2021. |
| author2 |
Mim, Shamnaz Arifin |
| author_facet |
Mim, Shamnaz Arifin Ahmed, Maisha |
| format |
Thesis |
| author |
Ahmed, Maisha |
| author_sort |
Ahmed, Maisha |
| title |
Gender equality in science classrooms: teacher perceptions and teaching-learning practices in government primary schools in Dhaka |
| title_short |
Gender equality in science classrooms: teacher perceptions and teaching-learning practices in government primary schools in Dhaka |
| title_full |
Gender equality in science classrooms: teacher perceptions and teaching-learning practices in government primary schools in Dhaka |
| title_fullStr |
Gender equality in science classrooms: teacher perceptions and teaching-learning practices in government primary schools in Dhaka |
| title_full_unstemmed |
Gender equality in science classrooms: teacher perceptions and teaching-learning practices in government primary schools in Dhaka |
| title_sort |
gender equality in science classrooms: teacher perceptions and teaching-learning practices in government primary schools in dhaka |
| publisher |
Brac University |
| publishDate |
2021 |
| url |
http://hdl.handle.net/10361/15155 |
| work_keys_str_mv |
AT ahmedmaisha genderequalityinscienceclassroomsteacherperceptionsandteachinglearningpracticesingovernmentprimaryschoolsindhaka |
| _version_ |
1814307200019988480 |