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(2017). The Impact of Powerpoint Use on Teacher Sense of Efficacy. International Journal of Education and Practice, 5(5): 69-78. DOI: 10.18488/journal.61.2017.55.69.78
The use of PowerPoint is widespread in classroom teaching, yet no studies exist that investigate how its use affects teacher sense of efficacy. Teacher sense of efficacy, understood as the teachers’ judgment of their capability to make differences in students’ learning, affects the effort teachers invest in teaching, the goals they set, and their level of aspiration. It has been found that highly efficacious teachers use a variety of teaching strategies and are more willing to integrate new technologies in their teaching practices. As the number of teachers who use presentation tools in their classroom increases, it would be valuable to know whether and how their use affects teacher sense of efficacy. This study expands the current literature on teacher sense of efficacy by investigating how the use of PowerPoint in the classroom relates to the construct. In order to measure whether PowerPoint use affects teacher sense of efficacy, we developed a self-administered questionnaire based on the Ohio State Teacher Efficacy Scale (OSTES) and adapted it to measure the effect of PowerPoint use in teacher efficacy. Twenty five in-service teachers who use PowerPoint quite often in their practices participated in this study. The results show that PowerPoint use has a general positive impact on teacher sense of efficacy.
This study contributes in the existing literature by investigating the relationship between use of PowerPoint in the classroom and teacher sense of efficacy. The results indicate that PowerPoint use has a general positive impact on teacher sense of efficacy.
The Representation of Gender in a Popular Primary School EFL Textbook Series in China
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(2017). The Representation of Gender in a Popular Primary School EFL Textbook Series in China. International Journal of Education and Practice, 5(5): 79-87. DOI: 10.18488/journal.61.2017.55.79.87
Textbooks play an important role in teaching and learning and have a great impact on the students in aspects such as cultural values, norms, and attitudes towards social roles and identities. In particular, textbooks are of great importance to the education for gender equity. This study aims to explore the representation of genders to find if there is any bias and stereotype in a set of English textbooks used in primary schools in Guangzhou, a metropolitan city in South China with a population of more than ten million. The investigation looks at the textbooks from aspects of frequency of genders, the social roles females and males play in different settings, and the priority of mention when both genders are referred to on one occasion. The results suggest that stereotypes and imbalanced representation of genders and gender social roles are evident in the textbooks. The paper also gives some suggestions as to materials writing and teaching.
This study examines the representation of gender in an English textbook series used in Chinese primary schools and finds evidence of stereotypes and imbalanced representation of gender. Besides, it gives some suggestions as to materials writing and teaching.