Template-Type: ReDIF-Article 1.0 Author-Name: Linda Fälth Author-Name-First: Linda Author-Name-Last: Fälth Author-Email: Linda.falth@lnu.se Author-Workplace-Name: Department of Pedagogy, Linnaeus University Author-Name: Idor Svensson Author-Name-First: Idor Author-Name-Last: Svensson Author-Email: Idor.svensson@lnu.se Author-Workplace-Name: Linnaeus University Title: An app as ?Reading Glasses? ? a study of the interaction between individual and assistive technology for students with a dyslexic profile. Abstract: For a couple of years a great many programs for tablets and smartphones have been available for assisting students with difficulties in reading and writing. The aim of this study was to investigate whether a multifunction application (Prizmo) for iPhone/iPad had the potential to provide assistance for students with a dyslexic profile.Twelve students and their teachers participated in this intervention study, 7 students from primary school grade 5 and 5 students from the first grade of secondary school. All participants used the Prizmo application during the regular school day for 4-6 weeks. The pupils were measured by decoding tests before and after the interventions. The results show that the word decoding ability increased for several of the students and also that they found the app useful even after the end of the study. The teachers who carried out the interventions involving the app emphasize its ease of access and the positive effects for the students. Multifunctional programs like Prizmo, text scanning and a text-to-speech synthesizer may enhance students? reading ability and motivation for future studies. Classification-JEL: Keywords: Assistive technology, applications, dyslexia, students, teachers Journal: International Journal of Teaching and Education Pages: 1-12 Volume: 3 Issue: 1 Year: 2015 Month: March File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-87 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-87?download=1 Handle: RePEc:sek:jijote:v:3:y:2015:i:1:p:1-12 Template-Type: ReDIF-Article 1.0 Author-Name: Merike Kaseorg Author-Name-First: Merike Author-Name-Last: Kaseorg Author-Email: merike.kaseorg@ut.ee Author-Workplace-Name: University of Tartu Title: Participates? Reflection on Internship Program Barriers in Estonian Universities Abstract: Scientific articles reflect a lot about different forms of university and industry collaborations. Mostly they talk about knowledge transfer and innovation. However, it is also important to pay attention to the inhibiting factors of accepting interns and on the other side examine difficulties that students have in finding internship placement as well as understand internship supervisors? views on the issue. For students internship is a good opportunity to learn job related skills and not necessarily get involved with the company in the future. This article reviews internship program barriers from three perspectives: interns and university supervisors from five Estonian universities and site supervisors from various companies. This study investigates an intern as someone who is in training, who may be paid, but who is a temporary employee (Tovey, 2001); internship as a supplement or complement to academic instruction in environmental science. The data from site supervisors and interns were collected through a web-based questionnaire and universities supervisors were interviewed. Survey was carried out during 2012-2014. The sample consists of 418 interns, 194 institutions providing internship and 24 internship supervisors from universities. The study gives an overview of the situation of internship in Estonia. The data have been discussed in the context of the related literature. Increasing the quality of internship in enterprises in Estonia involves various stakeholders. The author of the present study finds that change can be achieved by coordinated cooperation between stakeholders. In course of cooperation, the best cooperation models and communication meeting mutually agreed aims can be developed. Classification-JEL: I21, L00, L20 Keywords: barriers, intern, internship program, reflection, site supervisor, university supervisor Journal: International Journal of Teaching and Education Pages: 13-23 Volume: 3 Issue: 1 Year: 2015 Month: March File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-83 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-83?download=2 Handle: RePEc:sek:jijote:v:3:y:2015:i:1:p:13-23 Template-Type: ReDIF-Article 1.0 Author-Name: Mingchu Luo Author-Name-First: Mingchu Author-Name-Last: Luo Author-Email: Author-Workplace-Name: Department of School Leadership and Middle/Secondary Teacher Education The Teachers College Emporia State University Title: FACTORS RELATED TO DATA USE IN INSTRUCTIONAL LEADERSHIP: THE IMPORTANCE OF DATA LITERACY IN LEADERSHIP EDUCATION Abstract: Using the theoretical framework of information use environments, this study examined 183 principals? use of data in instructional leadership in a Midwest state in the US and identified the factors related to data use. Survey results indicate that data were frequently used by the principals for instructional leadership. Principals? data literacy including perceptions of data quality and data analysis skills significantly predicted their frequency of data use in instructional leadership. School district?s requirement of data-driven decision making, data accessibility, and school team of data analyses did not seem to serve as the significant predictors. Results provide insights and implications guiding data literacy education in school leader preparation. Classification-JEL: Keywords: Principal; data use, factor, instructional leadership, data literacy Journal: International Journal of Teaching and Education Pages: 24-44 Volume: 3 Issue: 1 Year: 2015 Month: March File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-84 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-84?download=3 Handle: RePEc:sek:jijote:v:3:y:2015:i:1:p:24-44 Template-Type: ReDIF-Article 1.0 Author-Name: Linda Ronnie Author-Name-First: Linda Author-Name-Last: Ronnie Author-Email: Author-Workplace-Name: University of Cape Town Title: Motivations and challenges: The South African Masters in Business Administration (MBA) Experience Abstract: Little has been written about the characteristics of mature individuals enrolling in postgraduate management education, what motivates them to study, and what obstacles they overcome to get there. Our research addresses this gap in the literature through exploring student motivations for pursuing a Master in Business Administration (MBA) degree. Our findings show that common reasons for undertaking an MBA include business skills acquisition and enhancement, career progression and change, personal development, networking potential, and the prospect of academic stimulation. Obstacles encountered by our sample included financing the MBA, soliciting support from employers, (re)negotiating family commitments, time pressures, and apprehension in returning to the academic environment. The issues are not exclusive to South Africa and by understanding them, business schools more broadly may benefit. Classification-JEL: Keywords: MBA, mature students, management education, South Africa, return to study Journal: International Journal of Teaching and Education Pages: 45-63 Volume: 3 Issue: 1 Year: 2015 Month: March File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-85 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-85?download=4 Handle: RePEc:sek:jijote:v:3:y:2015:i:1:p:45-63 Template-Type: ReDIF-Article 1.0 Author-Name: Wojciech Rubis Author-Name-First: Wojciech Author-Name-Last: Rubis Author-Email: w.rubis@gmail.com Author-Workplace-Name: Jagiellonian University Author-Name: Paulina Tendera Author-Name-First: Paulina Author-Name-Last: Tendera Author-Email: paulina.tendera@gmail.com Author-Workplace-Name: Jagiellonian University Title: Title: Global ? Trans ? Multi? Contemporary art in the lecture room Abstract: The paper presents several, both methodological and personal, remarks on the didactics of academic subjects connected with art in higher education institutions. The main research question will be: is contemporary art (painting, installation art and film as well as music) created in the global, transcultural or multicultural domain? During classes, in the uterrances of students and lecturers, are these terms synonymous, close in meaning or contradictional? How does the selection of certain linguistic items in class affect the attitudes, values and contents we transfer to the students? These issues are crucial because of the need to educate the contemporary viewer of art who will be able to take part in the culture of the 21st century in a conscious and mature way, both passively and actively. Classification-JEL: Keywords: education, globalism, transcultural society, multicultural society, art, language Journal: International Journal of Teaching and Education Pages: 64-69 Volume: 3 Issue: 1 Year: 2015 Month: March File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-86 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-86?download=5 Handle: RePEc:sek:jijote:v:3:y:2015:i:1:p:64-69 Template-Type: ReDIF-Article 1.0 Author-Name: Krista Uibu Author-Name-First: Krista Author-Name-Last: Uibu Author-Email: krista.uibu@ut.ee Author-Workplace-Name: Institute of Educational Sciences, University of Tartu Author-Name: Merili Liiver Author-Name-First: Merili Author-Name-Last: Liiver Author-Email: merilili@hot.ee Author-Workplace-Name: University of Tartu Title: Students? Grammar Mistakes and Effective Teaching Strategies Abstract: In order to prevent grammar mistakes different teaching strategies are recommended. The aim of this study was to find out what are the causes of grammar mistakes, what practices teachers use to correct students? mistakes and which strategies are considered to be the most effective to prevent students? mistakes. Twenty-five Estonian language teachers were asked to describe their teaching and prevention strategies. The quantitative content analysis indicated three types of teachers. Teachers with a deductive profile were considered to be the most efficient in supporting students? recalling and remembering skills. Teachers with inductive or combined teaching profiles used more examples and diverse strategies. By using the effective teaching strategies, teachers are able to better support students? language development and individual peculiarities. Classification-JEL: Keywords: grammar mistakes, native language, deductive and inductive teaching, effective strategies, basic school Journal: International Journal of Teaching and Education Pages: 70-87 Volume: 3 Issue: 1 Year: 2015 Month: March File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-82 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-82?download=6 Handle: RePEc:sek:jijote:v:3:y:2015:i:1:p:70-87 Template-Type: ReDIF-Article 1.0 Author-Name: Viljar Veebel Author-Name-First: Viljar Author-Name-Last: Veebel Author-Email: Author-Workplace-Name: Tartu University and Estonian National Defence College Title: Conclusions from the EU-related training need assessments in Estonia in 2002-2013 Abstract: The aim of the study is to assess whether the training need assessment instruments used in Estonian public sector have been appropriate in identifying the gap between actual and desired competencies. The analysis is based on the comparison of training needs assessment techniques applied in studies conducted in Estonia in 2002, 2008 and 2013 to determine the EU-related training needs of the local officialdom. Particular attention is devoted to the scope of needs? identification process, the occurrence of answer ?as expected? on ?dangerous? questions, and the subjective nature of self-assessment known as the Dunning-Kruger effect.Findings: Training need assessment in public administration has been conducted in a non-systematic manner in Estonia not only with regard to the specific problems occurred at centrally co-ordinated level, organizational level and with regard to the training of top-ranked officials, but also related to the lack of consistent approach to the techniques used. To get an adequate overview, self-assessment should be combined with other instruments offering measurable information. Classification-JEL: H10, I20 Keywords: training needs assessment, public sector, self-assessment, Dunning-Kruger effect, human resource management Journal: International Journal of Teaching and Education Pages: 88-103 Volume: 3 Issue: 1 Year: 2015 Month: March File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-81 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-81?download=7 Handle: RePEc:sek:jijote:v:3:y:2015:i:1:p:88-103