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Journal of Bangladesh Studies - Vol 25 Number 1- 2023
No full textJBS is a double-blind peer-reviewed journal registered in the USA. JBS has the goal of publishing cutting-edge research on Bangladesh and reaching a wide range of academic institutions and research centers throughout the world.
We encourage articles from all disciplines of scholarship pertaining to the study of Bangladesh, the Bangladesh diaspora, or comparative studies in which Bangladesh is included. Our aim is to provide a platform for rigorous intellectual and academic research as well as studies that are practical and relevant to everyday solutions and policymaking. Articles should address Bangladesh\u27s problems and prospects from theoretical, empirical, or analytical perspectives prevalent in academic disciplines. Articles must be grounded in theory, analysis, and referenced work, and be able to address readers beyond the specific disciplines they represent.https://digitalcommons.pvamu.edu/journal-of-bangladesh-studies/1003/thumbnail.jp
Middle School Teachers’ Awareness Of Their Pedagogical Practices Among African American Girls In Their Classrooms
Get PDFThis qualitative narrative research study explores sixth through eighth-grade teachers’ awareness of their practice and pedagogy among African American girls in public suburban middle schools. The guiding research question addressed in this study was: How do teachers describe characteristics associated with their practice and pedagogy of their African American middle school girls? Participants included four suburban middle school teachers selected based on their teaching experiences with African American middle school girls. There were no limitations on participants’ age, race, gender, or if they obtained their teacher certification directly from a college or university or through an alternative certification program. After multiple phases of data refinement, four themes emerged: (a) lack of preparation; (b) instruction and teaching African American girls; (c) impacts on instruction—COVID and society; and (d) relationships and high expectations. The findings from this study indicate that: (a) more targeted preparation is necessary and will be required as pre-service, in-service, and alternative certification teachers work with and instruct African American middle school girls; (b) instructional strategies and lesson delivery that are more appealing, relevant, and engaging are vital; (c) a greater awareness of societal happenings that African American middle school girls are faced with while still being expected to achieve academic success is essential; and (d) a greater understanding of establishing trusting teacher-student relationships while upholding high expectations of African American middle school girls is imperative.
If ignored, the topics regarding African American middle school girls, teachers’ lack of preparation to instruct them, and the lack of academic success they have experienced in the classroom will remain. The conversations surrounding these topics will continue as they did over ten years ago, with minimal changes and a lack of significant progress.
Keywords: classroom experience, critical consciousness, critical pedagogy, cultural competence, culturally relevant pedagogy, empowerment, middle school, pedagogy, practice, suburba
(R1977) On Geometry of Equiform Smarandache Ruled Surfaces via Equiform Frame in Minkowski 3-Space
Get PDFIn this paper, some geometric properties of equiform Smarandache ruled surfaces in Minkowski space E13 using an equiform frame are investigated. Also, we give the sufficient conditions that make these surfaces are equiform developable and equiform minimal related to the equiform curvatures and when the equiform base curve contained in a plane or general helix. Finally, we provide an example, such as these surfaces
Sonatina in G Major, Op. 20, No. 1
No full texthttps://digitalcommons.pvamu.edu/seminar/1012/thumbnail.jp
Chi il bel sogno di Doretta from La Rondine
No full texthttps://digitalcommons.pvamu.edu/voice-soprano/1029/thumbnail.jp
I Love All Graceful Things
No full texthttps://digitalcommons.pvamu.edu/voice-soprano/1004/thumbnail.jp