Jahirul Mullick
Biographic Data
| ID | 5791397 |
|---|---|
| NAME | Jahirul Mullick |
| GIVEN NAMES | Jahirul |
| FAMILY NAME | Mullick |
| SIGNATURE | MULLICK J |
| AFFILIATIONS | Wenzhou-Kean University |
| ORCID | 0000-0002-9870-8634 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Play to plan
Gamification refers to the incorporation of games in non‐game settings, which enhances motivation and engagement across various fields. In the education domain, it stimulates interactive learning, critical thinking and problem‐solving. By making entrepreneurship education more dynamic, gamification encourages innovation and risk‐taking, strengthening students’ entrepreneurial skills. This study examines the impact of gamification on enhancing ent…
Inclusive pedagogy in practice within the multi-tiered systems of support framework
This design-based research study examines the implementation of inclusive pedagogy in an English as a Foreign Language (EFL) classroom in a Chinese elementary school, integrating the Teaching Proficiency through Reading and Storytelling (TPRS) method within the Multi-Tiered System of Support (MTSS) framework. Addressing a critical gap, it explores how inclusive pedagogy can be effectively applied within China’s exam-oriented education system, whe…
A narrative inquiry into generational ethos
This study investigates generational perspectives on educational ideologies and practices in China, providing insights into how socio-economic transformations have influenced educational perceptions across different historical periods. Using a narrative inquiry approach, data were gathered from twenty-three participants across seven Chinese families. Each family’s three biologic generations from four different time periods shared their viewpoints…
"The possibility of meeting the needs of all children"
This study explored early childhood teachers’ perceptions and practices of inclusive Science, Technology, Engineering, Arts, and Mathematics (STEAM) pedagogy in China. Drawing on qualitative data from semi-structured interviews and classroom observations, the study examined how teachers define and implement inclusive STEAM learning and how they address the diverse needs of all children. Findings revealed that teachers hold positive conceptual und…
Navigating dual narratives
Traditional leadership discourse has historically defined leadership in gendered terms, distinguishing between ‘masculine’ and ‘feminine’ leadership prototypes. These gender stereotypes and societal norms shape behaviors, attitudes, and expectations, perpetuating inequalities and impacting behavior based on gender. In higher education, despite progress in women's leadership, systemic biases persist, reflecting ongoing challenges in achieving subs…
Confidence in Connection
This study explores the critical role of teacher efficacy in implementing inclusive education (IE) within China, focusing on three key dimensions: providing inclusive instruction, collaborating with colleagues, and managing student behavior. Despite China’s policy-level advancements in IE, challenges persist, particularly in teacher preparedness, confidence, and resource availability. This study employed a quantitative, cross-sectional design, an…
Outlining the distributed leadership practice structure of Chinese schools in Wenzhou
This study employs social network analysis (SNA) to identify influential individuals and their communication patterns within Chinese schools in Wenzhou. The research also aims to reveal communication and advice-seeking patterns that significantly impact the overall distributed leadership structure and practices within the schools. The study employed a multistage random sampling method to select eight Chinese schools from Wenzhou, Zhejiang provinc…
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Outlining the distributed leadership practice structure of Chinese schools in Wenzhou
This study employs social network analysis (SNA) to identify influential individuals and their communication patterns within Chinese schools in Wenzhou. The research also aims to reveal communication and advice-seeking patterns that significantly impact the overall distributed leadership structure and practices within the schools. The study employed a multistage random sampling method to select eight Chinese schools from Wenzhou, Zhejiang provinc…
A narrative inquiry into generational ethos
This study investigates generational perspectives on educational ideologies and practices in China, providing insights into how socio-economic transformations have influenced educational perceptions across different historical periods. Using a narrative inquiry approach, data were gathered from twenty-three participants across seven Chinese families. Each family’s three biologic generations from four different time periods shared their viewpoints…
"The possibility of meeting the needs of all children"
This study explored early childhood teachers’ perceptions and practices of inclusive Science, Technology, Engineering, Arts, and Mathematics (STEAM) pedagogy in China. Drawing on qualitative data from semi-structured interviews and classroom observations, the study examined how teachers define and implement inclusive STEAM learning and how they address the diverse needs of all children. Findings revealed that teachers hold positive conceptual und…
Navigating dual narratives
Traditional leadership discourse has historically defined leadership in gendered terms, distinguishing between ‘masculine’ and ‘feminine’ leadership prototypes. These gender stereotypes and societal norms shape behaviors, attitudes, and expectations, perpetuating inequalities and impacting behavior based on gender. In higher education, despite progress in women's leadership, systemic biases persist, reflecting ongoing challenges in achieving subs…
Confidence in Connection
This study explores the critical role of teacher efficacy in implementing inclusive education (IE) within China, focusing on three key dimensions: providing inclusive instruction, collaborating with colleagues, and managing student behavior. Despite China’s policy-level advancements in IE, challenges persist, particularly in teacher preparedness, confidence, and resource availability. This study employed a quantitative, cross-sectional design, an…
Play to plan
Gamification refers to the incorporation of games in non‐game settings, which enhances motivation and engagement across various fields. In the education domain, it stimulates interactive learning, critical thinking and problem‐solving. By making entrepreneurship education more dynamic, gamification encourages innovation and risk‐taking, strengthening students’ entrepreneurial skills. This study examines the impact of gamification on enhancing ent…
Inclusive pedagogy in practice within the multi-tiered systems of support framework
This design-based research study examines the implementation of inclusive pedagogy in an English as a Foreign Language (EFL) classroom in a Chinese elementary school, integrating the Teaching Proficiency through Reading and Storytelling (TPRS) method within the Multi-Tiered System of Support (MTSS) framework. Addressing a critical gap, it explores how inclusive pedagogy can be effectively applied within China’s exam-oriented education system, whe…
Sociology (4 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · China (2 works) · Empirical research (2 works) · Higher education (2 works) · Mathematics education (2 works) · Narrative (2 works) · Social science (2 works)