Cost Management in a Nigerian First-generation University

This study evaluates past trends in cost management in university education as a way of finding solutions to the continued financial constraints facing Nigerian universities. Taking the University of Benin as a case study, this article shows that between the 1988‐1989 and the 1992‐1993 academic years, this university was grossly underfunded, despite increasing recurrent expenditure, consistent rapid growth in student enrollments, and inadequate academic staff. As of the 1992‐1993 academic year, the federal government was providing 94.5 percent of the total financial revenue of the university. The balance of 5.5 percent was raised from internal sources by the university. Since one fundamental problem of educational cost management in this university appears to be the inadequacy of funding, the study advocates the adoption of cost-recovery policies by introducing user fees and student loan schemes to soften the impact of these fees.     

Learning to Teach Mathematics Differently: The Interaction between Coursework and Fieldwork for Preservice Teachers

Understanding how preservice teachers integratecoursework and fieldwork as they learn to teach iscritical to understanding how to prepare teachers toimplement the kind of instruction envisioned bycurrent reforms in mathematics education. This articleexplores the connections that 3 preservice elementaryteachers made between their experiences as learners ofmathematics in a masters-level university methodscourse and their experiences as teachers ofmathematics in the fieldwork classroom. Three casestudies are presented in order to illustrate differentways that the experience of engaging in mathematicalinquiry influences the way in which elementarypreservice teachers construct their understanding ofthemselves as mathematics teachers. Taken together,the case studies suggest that we need to expand ourperspective as teacher educators to encompass learningfrom the fieldwork experience as well as preserviceteacher learning beyond the conclusion of thesemester. In particular, I conclude that the goals ofa methods course should include developing andnurturing particular habits of mind that helppreservice teachers learn from their own teaching.     

A Look at the Anatomy Educator Job Market: Anatomists Remain in Short Supply

In 2002, a widely publicized report projected an anatomy educator shortage based on department chairpersons' perceptions. Now, 17 years later, the question lingers: “Does an anatomy educator shortage persist and, if so, how severe is the shortage?” Trends in the number, type, and fill rate of anatomy educator job openings were explored by analyzing job posting in the United States over the past two years. A survey was distributed to leaders of anatomy-related departments in the United States, Canada, and European Union. Most departmental leaders who responded (65% or more) from the United States/Canada (n = 81) and the European Union (n = 52) anticipate they will have “moderate” to “great” difficulty hiring anatomy educators in gross anatomy, histology, and embryology over the next five years. Within the United States, the number of anatomy educator job postings at medical schools more than doubled from at least 21 postings in 2017 to 52 postings in 2018. Twenty-one percent of postings between 2017 and 2018 were never filled. While the number of anatomy educator openings within the United States/Canada is perceived to remain in a steady state for the next five years, the European Union estimates a five-fold increase in the number of openings. Departmental leaders prioritize anatomy educator applicants who have teaching experience (mean ± SD = 4.64 ± 0.84 on five-point Likert scale), versatility in teaching multiple anatomy disciplines (3.93 ± 1.07), and flexibility in implementing various teaching pedagogies (3.69 ± 1.17). Collectively, these data suggest the shortage of anatomy educators continues in the United States/Canada and the European Union.     

Measuring Quality Technology Integration in Science Classrooms

Journal of Science Education and Technology - Researchers, evaluators, and practitioners need tools to distinguish between applications of technology that support, enhance, and transform classroom...     

Motivators and Inhibitors for University Faculty in Distance and e-learning

This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases.     

Emancipation,equality and education: Rancière's critique of Bourdieu and the question of performativity

Jacques Rancière's work has had significant impact in philosophy and literary theory, but remains largely undiscussed in the field of education. This article is a review of the relevance of Rancière's work to education research. Rancière's argument about education emerges from his critique of Bourdieu, which states that Bourdieu reinforces inequality by presuming it as the starting point of his analysis. What is at stake is the question of performativity, and the means by which discourse has effects. This debate has implications for considering the basis of claims to truth in literary and social science discourse. Parallels are drawn between Judith Butler's and Rancière's portrayal of the relationship between discourse and subjection, as well as their attention to discursive ‘imitation’ in making inequality representable. The article concludes with a discussion of the problematic which Rancière's work suggests for education research.     

3D preserving xviii century barroque masterpiece: Challenges and results on the digital preservation of Aleijadinho's sculpture of the Prophet Joel

We present our recent efforts in the digital preservation of a set of baroque sculptures made by Antônio Francisco Lisboa, known as O. Aleijadinho, which is an important American baroque artist. The set was made in the beginning of the xix century and is composed of 12 near real sized sculptures, hand-carved in soapstone. These sculptures represent 12 of the 16 prophets from the Holy Bible and are part of a UNESCO World Heritage Site. Our group has been collaborating with UNESCO in a project that aims to preserve all these statues. We hereby present our initial efforts, consisting of the 3D digital preservation of the Prophet Joel sculpture. We developed a complete 3D digital preservation pipeline composed of four main stages: data acquisition, 3D reconstruction, texture generation and 3D model visualization. By evaluating our results in this first sculpture, we discuss the improvements we conceived before applying our pipeline in the remaining ones. Finally, we present the 3D model of the Prophet which registers the sculpture's current state and will be used in restoration, research and educational activities. We believe this contribution may be useful to guide further research on similar scenarios, showing how to avoid some practical mistakes and achieve good results.